Individuals with Disabilities Education Act (IDEA 2004)

Transcription

A comprehensive guide
to your rights and
responsibilities under the
Individuals with Disabilities
Education Act (IDEA 2004)
National Center for Learning Disabilities, Inc. 381 Park Avenue South, Suite 1401, NY, NY 10016
April 2006
Table of Contents
Introduction
Overview
Chapter 1: Pre-referral Services
Chapter 2: Response-to-Intervention (RTI)
Chapter 3: Referral or Request for Evaluation
Chapter 4: Procedural Safeguards
Chapter 5: Evaluation
Chapter 6: Eligibility Determination
Chapter 7: Individualized Education Program (IEP)
Chapter 8: Transition
Chapter 9: Students in Private Schools
Chapter 10: Student Discipline
Chapter 11: Dispute Resolution Options
Terms to Know
Overview of The Americans with Disabilities Act
Overview of The No Child Left Behind Act
Overview of Section 504 of the Rehabilitation Act of 1973
IDEA Toolkit
3
5
8
12
16
20
25
30
36
47
53
57
61
67
71
72
74
76
Introduction
NCLD has created this Parent Guide to the Individuals with Disabilities Education Act
(IDEA) so you can become an informed and effective partner with school personnel in
supporting your child’s special learning and behavioral needs. We hope you will use
this IDEA Parent Guide to understand:
• How the federal law generally works in most states
• What the law requires to determine whether your child has a learning disability
• What is new to IDEA since Congress last updated the law in 2004
• What questions you should ask and what information you should prepare in order
to be a full and active advocate for your child
• What resources are available to you.
In developing this IDEA Parent Guide, we have worked with parents of students with
learning disabilities from around the country. NCLD is thankful to these parents for
their invaluable input. Together, we have tried to address the questions, challenges and
barriers parents face as they navigate their way through the special education process.
Parents have also contributed their own personal stories so that you can hear firsthand
that you are not alone in this journey.
The IDEA Parent Guide was created to provide a basic understanding
Note:
of the key requirements of the federal law under IDEA. The information
presented here is not legal advice and should not be used as a legal resource.
Additional Advocacy
Resources
Both IDEA and No Child
Left Behind (NCLB) include
provisions that can be used
to improve the academic
achievement of students with
learning disabilities. Be sure to
check out the “Making the ‘No
Child Left Behind Act’ Work
for Children Who Struggle to
Learn: A Parent’s Guide” and
the NCLB Parent Advocacy
Briefs -- all available at www.
LD.org/NCLB.
NCLD also has a guide
explaining how you can
become an effective advocate
within your state, or at the
national level. To learn how to
lend your voice to advocacy
efforts, take a look at NCLD’s
LD Advocate’s Guide.
Parent
Perspectives
Twenty Years Later
What have I learned after weaving my way through the special education maze?
Knowledge is power – you must be as informed as possible about your child’s disability AND your child’s strengths. You
must know the law and how to use it. You must have good communication skills. You must believe in yourself. You must
believe in your child. You must be creative. You must be patient. You must be part of a team. You will play many roles, not
just mother or father but also Cheerleader, Advocate, Tutor, Lawyer, Researcher, Detective, Teacher, Mediator, Psychologist
and Student.
Yes, you are the Student and your child is the Teacher. Your child provides the opportunity for growth not just for you as a
parent but also for the teachers. Your child provides the opportunity for your school to grow and expand its vision.
Your child says: “Look at me, I am different, I am truly an individual, you must change the way you’ve been doing things,
you must get creative, you must try something new.” You will at first cry, you will be frustrated, you will feel overwhelmed,
you will feel alone, you will fight. There will be times you feel like giving up, but you won’t because you love your child too
much. You will make a conscious decision to be part of the solution. You will make a plan.
-Gloria from New Jersey
IDEA Parent Guide • National Center for Learning Disabilities • www.LD.org
Introduction •
3
Parent
Perspectives
Success is Sweet: A Story of Parent Advocacy
Our district is in Southwest Colorado, and one of the early things I learned was to find as many parents of dyslexic children
as I could, and compare notes. Some of us had successful Individual Education Programs (IEPs) for our children, and we
would meet at my office on the weekend to read them, laugh, weep, and write down the aspects that were successful and
suitable for our own children.
For Goals and Objectives, we read “Better IEPs” by Barbara D. Bateman and soon realized that we were actually teaching
the school district. As we became more successful in writing IEPs, we realized the district would never be able to provide
a Free Appropriate Public Education to our dyslexic children under the current conditions. We had 12th grade students
with 4th or 5th grade reading abilities and in my opinion our Colorado Student Assessment Program (CSAP) results were
appalling.
One summer we raised over $23,000 to provide cash funds to dyslexic students who wished to attend a six-week academic
dyslexic summer camp. Some parents chose to provide their children with one-on-one tutoring by a private Certified
Academic Language Therapist. My son was able to go from a 4.6 grade reading level to an 11th grade reading level in 18
months! How? He received a “scientifically proven method” of teaching by a highly qualified therapist. Consequently, when
he reached 9th grade, he was able to access the district curriculum set before him. He also passed his Reading and Writing
CSAPs for the first time in 5 years.
We worked with our local newspaper, each of us writing letters to the editor on a continuing basis, never letting the subject
of dyslexia and our children’s needs drop out of the public eye. Now, the newspaper writes their own editorials in support of
our dyslexic children’s needs.
We attend school board meetings monthly, and pluck up the courage to tell our story. For some, it is an emotional three
minutes of talking; for others, they take it in stride and speak strongly and positively on behalf of all our children.
We learned from Peter and Pam Wright (www.wrightslaw.com) how to become better advocates for our children. We
received their monthly newsletters and purchased their books, “From Emotions to Advocacy” and “Special Education
Law.” We subscribe to every national web site with information that we can. We have an e-mail “tree” of parents who stick
together. We support each other emotionally.
We attend the International Dyslexia Association Conference and the Southwest IDA Conference too. We persuade our
Director of Special Education and our respective school principals to send their teachers. Knowledge is power.
We encouraged our local Representative in the House of Colorado to change state law, and he included the word
“dyslexia” as a “specific learning disability.” The Colorado State Senate Bill SB06-118 was signed off by the Senate President
and House Speaker and forwarded to Governor Bill Owens for his signature on March 31, 2006. As a result, the district will
soon have to provide a “scientifically proven method of teaching” to our dyslexic children.
All in all, despite the hardship, trauma and effort, we feel we are being successful. Our campaign won’t help our children,
but we knew that in 4th grade when we began. The good news is that if we continue, we will eventually make a difference
in the lives of a future generation of children, and our activism will one day allow those children to check out of 12th grade
with 12th grade reading.
Success is sweet – and we decided long ago that it didn’t matter to whom the success came.
- Anne from Colorado
Introduction •
4
Overview
In 1975, Congress first recognized the need to provide a federal law to help ensure that local schools would serve the
educational needs of students with disabilities. The law they originally passed was titled the Education for All Handicapped
Children Act. That first special education law has undergone several updates over the past 30 years. In 1990 the law got
a new name – The Individuals with Disabilities Education Act, or IDEA. The most recent version of IDEA was passed by
Congress in 2004. It can be referred to as either IDEA 2004 or IDEA.
IDEA gives states federal funds to help make special education services available for students with disabilities. It also
provides very specific requirements to ensure a free appropriate public education (FAPE) for students with disabilities. FAPE
is the protected right of every eligible child, in all fifty states and U.S. Territories.
Today, more than 6 million school-age children in the United States receive special education services. Almost half – some
2.8 million – are students identified with a specific learning disability.
Federal Regulations
In addition to the federal law passed by Congress, the U.S. Department of Education is required to provide states with
federal regulations that further define the meaning of the law including many of the important changes. These regulations
also provide guidance to states as to how the law is to be interpreted and carried out in schools. Final federal regulations
were published in August 2006 and became effective on October 13, 2006.
Information in this guide is based on both the IDEA 2004 law and federal regulations.
State Special Education Regulations
As part of their responsibilities required by IDEA, every state must issue state rules or regulations that provide guidance on
the implementation of IDEA within the state. At a minimum, state regulations must provide all of the protections contained
in IDEA. Some states have additional regulatory requirements that go beyond IDEA. Therefore, while the information in
this guide reflects the basis requirements of IDEA, it is critical that parents obtain a copy of their state special education
regulations and understand the additional requirements they contain. So, consider the information in this guide only half of
your information source.
State Resources
Parents are urged to keep in close contact with resources that can provide them with accurate and up-to-date information
about their state’s special education regulations and procedures. Recommended resources include:
• Parent Training and Information Centers. Every state has at least one Parent Training and Information Center
(PTI). These centers are a required part of IDEA. Their primary purpose is to provide parents with timely information
about special education, including state specific information, so that they may participate effectively in meeting the
educational needs of their children. In addition to the PTI, many states also have Community Parent Resource Centers
Overview •
5
(CPRC) that are designed to serve the needs of low-income parents, parents of children with limited English proficiency and parents with disabilities. To locate the PTI and CPRC that serve your state or community, visit www.LD.org/PTIlocator.
• State Education Departments. Every state has an agency responsible for the supervision of public education.
Many states offer handbooks or guides to help parents understand special education state policies and procedures.
Be sure to check with your state’s education department for helpful information and resources. Complete information
on contacting your state’s education department is available at http://wdcrobcolp01.ed.gov/Programs/EROD/org_list.
cfm?category_ID=SEA
Using this Guide
This Parent Guide is designed to give you a brief yet helpful understanding of IDEA 2004. It provides basic information on
the most important aspects of the law and also highlights major changes contained in IDEA 2004. When you see it indicates a change or new provision made in the most recent update to IDEA.
This guide takes you through the special education process – a process that is the same
regardless of your child’s particular difficulties or disabilities. Along the way, special
emphasis is placed on the category of specific learning disability -- only one of the
thirteen disability categories defined by IDEA.
Throughout this guide you will find:
• Parent Perspectives – brief personal stories that relate the experiences of
parents like you.
• Terms – important words and terms that are listed at the beginning of each
chapter. A complete listing is available in the Terms to Know section.
ools –
helpful information and practical materials for parents such as
• T
Checklists, Sample Letters, Charts, and Questions to Ask.
Throughout this guide, these important terms are used:
•P
arent. The term “parent” is used to refer to a natural or adoptive parent, an individual acting in place of a natural or
adoptive parent (such as a grandparent), a foster parent, a guardian or a surrogate parent.
• School district. The terms “school district” and “school” are used interchangeably to refer to the entity that has legal
authority, control and responsibility for public education in a city, county, town (or combination of these), or other
subdivision of a state. Depending on the size of your school and school district, you might find yourself dealing with
someone at your local school or at a district-level office regarding special education matters.
• Special education. The term “special education” means specially designed instruction, at no cost to parents, to meet
the unique needs of a child with a disability. Depending on your child’s needs as well as the state, school district and
local school policies, special education services may be offered in a variety of ways and in a variety of settings.
As you will discover, special education is complex – full of confusing terms, rigid timelines, and complicated decisions.
However, IDEA makes it clear that parents are full and equal partners with schools in determining and meeting the needs of
a student with a disability. So be sure to approach your child’s educational needs with a sense of equality and confidence.
In your advocacy, treat others with respect and expect the same in return.
Overview •
6
Some quick tips before starting out:
• Get organized. You will need to organize your child’s educational records in order to work effectively with school
personnel. Throughout this guide you will find helpful tips on the records you need to maintain.
• Ask questions. Don’t be afraid to ask, ask and ask again. Understanding the special education process will help you to
be the best advocate for your child. Take full advantage of all the resources and information available to you.
• Network. Find local organizations that will offer you the opportunity to talk with other parents who have children
receiving special education. The local policies and practices of your local school district are a big part of what you will
experience. The people who make important decisions about those policies and practices are important to know, too.
So finding other parents to talk to and learn from is critical to your advocacy. Local or state chapters of disability-related
organizations and your local PTA or other parent-teacher organization are just a few places to start.
Remember: Regardless of where you might be in the special education process, it’s best to read this guide from
beginning to end. That way, you’ll gain an understanding of the process and how all its pieces fit together.
Also, remember that this guide was created to provide a basic understanding of the key requirements of IDEA. The
information presented in the IDEA Parent Guide is not legal advice and should not be used as a legal resource.
About the Author:
Candace
Cortiella is Director of The Advocacy Institute (www.AdvocacyInstitute.org), a nonprofit focused on
improving the lives of people with disabilities through public policy and other initiatives. She serves on the
Professional Advisory Boards of the National Center for Learning Disabilities and Smart Kids with Learning
Disabilities. The mother of a young adult with learning disabilities, she lives in the Washington, D.C. area.
Overview •
7
1
Pre-referral Services
Finding help for your struggling child
Who is this for?
This chapter is for parents who know that their child is struggling in school, but are unsure whether
or not their child has a learning disability.
Why is this important?
Millions of school age children experience difficulties with learning. Their struggles in school may be due to factors
such as inadequate instruction, cultural or language differences or, in some cases, a learning disability. This chapter
outlines a number of services and programs that may be available to help these children succeed before they are
evaluated for special education.
What can parents do?
Parents can find out if the school has any additional services that might be available to help their child. This chapter
explores just a few services available from provisions of IDEA and NCLB. Parents can also ask key questions about
the quality of instruction and any additional support that their child is receiving.
Words and terms to know
Intervention: A change in instructing the student in the area of learning difficulty to try to improve learning and
achieve adequate progress.
Pre-referral interventions: Interventions delivered in the student’s regular classroom that attempt to improve
learning prior to a referral for formal special education evaluation.
Specific learning disability (SLD): IDEA defines SLD as “A disorder in one or more of the basic psychological
processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the
imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.”
Traditionally, when students have not been able to keep up with the rest of the class academically, good teachers have
tried using alternative ways of teaching before referring them for special education. The same is true for students who
present challenging behaviors that interfere with learning. In an attempt to provide this type of early help, many schools,
school districts – and even some states – have established procedures for pre-referral interventions, which are designed to
provide additional support to struggling students.
Your child’s teacher may have discussed this kind of support with you. But if not, and if you suspect your child is struggling,
you should ask to meet with the teacher to discuss your concerns. Frequently, in response to concerns expressed by either
a teacher or a parent, the school will likely offer pre-referral interventions as a ‘first step’ toward improving your child’s
performance. As a parent, it is important that you understand just how pre-referral interventions might work.
Pre-referral services go by many names. Your school district or school may offer support teams, such as teacher assistance
teams or child study teams, to help provide consultation to teachers. To help find the right approach to teaching your
child – often called an instructional method or intervention – the teacher may consult with other teachers, the reading
specialist/teacher, the special education teacher, counselors, psychologists, or other education professionals. They may
Pre-referral Services •
8
conduct informal educational and behavioral evaluations or screenings to make decisions about the services and supports
your child needs.
Feel free to ask questions about the types of teaching methods or interventions the teacher is recommending so you
understand how your child will be taught and what kind of progress is expected. You always have the right to request
a formal evaluation (see Chapter 3) if you don’t believe your child is making adequate progress through pre-referral
approaches.
So, if your child is having trouble learning, it doesn’t necessarily mean that he or she has a disability, such as a specific
learning disability. A learning disability may be one possible source of the problem, but there may be others:
• The school’s approach to teaching basic academic skills like reading may not be achieving adequate results for all
students.
• Your child’s previous learning may not have prepared him or her sufficiently for the lessons the teacher is presenting.
• Cultural and/or language differences might present a barrier to communication with the teacher or prevent access to
the learning materials.
• Another condition, such as attention difficulties, poor hearing, or vision, may be affecting learning.
Here are a few different ways that the school may provide assistance to your child before a formal evaluation for special
education programs is considered:
• Early Intervening Services
• Reading First
• Response-to-Intervention (this third process, strongly encouraged by IDEA 2004, is discussed in detail in Chapter 2)
Early Intervening Services
A new provision in IDEA 2004 – called Early Intervening Services – is designed to encourage school districts to
provide additional support for struggling students within the general education classroom.
IDEA 2004 allows school districts the option of using a portion (up to 15%) of their federal special education funds to
develop and implement coordinated Early Intervening Services for children in kindergarten through Grade 12 who are not
currently identified as needing special education or related services but who need additional academic and behavioral
support to succeed in general education. IDEA 2004 particularly encourages school districts to use this new option in
kindergarten through Grade 3.
This money can be used for professional development (teacher training) as well as for providing direct services for your
child. These services may include educational and behavioral evaluations, services and supports such as beginning and/
or remedial reading instruction, interventions to address behavior, small group instruction, and instruction in the use
of adaptive and instructional software (computer programs that improve the student’s access to information or target
specific academic skills). IDEA 2004 requires that the academic and instructional interventions used must be backed by
scientifically-based evidence of their effectiveness.
When these supports are successful, both the school and the student can benefit. The school can save money on costly
evaluations required to determine eligibility for special education as well as the additional costs associated with special
education services. Typically, pre-referral interventions are provided in the student’s regular classroom so they receive
support aimed at helping him or her work at grade level. The goal is to help as many students as possible reach their
potential in school without needing to be placed in special education programs.
9
Important
note:
Don’t confuse Early Intervening Services with “early intervention services”
provided to children younger than school age under IDEA.
Over Identification
In some areas of the U.S., students of different cultural backgrounds are diagnosed as having disabilities more frequently
than would be expected based on their share of the population. For example, African American children may be more
frequently diagnosed as having a disability than white children. This concern with “over identification” is yet another reason
that Early Intervening Services was added to IDEA 2004.
If a school district has been determined to have significant over identification (or “disproportionality”) the district may be
required to use IDEA funds for Early Intervening Services to provide pre-referral services to students showing academic
and/or behavioral difficulties, and particularly for those children in ethnic groups that have been significantly overidentified as needing special education services.
Important note:
While Early Intervening Services are funded by IDEA, parents should understand that the Procedural
Safeguards afforded to students and their parents under IDEA (described in Chapter 4: Procedural Safeguards)
do not apply to students receiving Early Intervening Services because they are not currently eligible for
formal services under IDEA, which is explained in Chapter 6: Eligibility Determination. However, some IDEA
protections, such as those for students involved in school disciplinary actions, may apply. See Chapter 10:
Student Discipline for additional information.
Reading First
Established by the latest version of the nation’s largest federal education law, the Elementary and Secondary Education Act
(ESEA), also known as No Child Left Behind (NCLB), Reading First is a program designed to establish reading programs for
students in kindergarten through Grade 3 that are based on scientifically-based reading research.
The Reading First program provides funds for teacher training, reading screening and assessments, and instructional
materials and strategies proven to prevent or remediate reading failure. The program is available to elementary schools
with significantly high rates of reading failure.
While learning to read is a complex, multi-dimensional process, NCLB has helped de-mystify reading instruction by
These “essential
providing what research has determined are the “essential components of reading instruction.
components of reading instruction” have also been incorporated into the eligibility provisions of IDEA 2004. This will be
discussed in more detail in Chapter 6: Eligibility Determination. Parents can now use the essential components of reading
instruction to make sure that their child is getting reading instruction based on reading research. Use the Reading Instruction Checklist on page 76 to learn what your school’s reading program should include.
There are several other provisions of No Child Left Behind that can be used to provide help for struggling learners. These
provisions are explained in a companion guide entitled “Making the ‘No Child Left Behind Act’ Work for Children
Who Struggle to Learn: A Parent’s Guide” available at www.LD.org/NCLB
10
Final Word
From this chapter, you should understand that your school may already have prereferral interventions in place to support struggling students. These services may be
offered using IDEA funds, NCLB programs or a combination of the two. Regardless
of how you and your child’s school might go about finding ways to offer additional
support and improve learning, it’s important to understand that your school has
both the incentive and funding available to serve your child. And remember, good
communication between you and your child’s school is critical to making your child a
successful learner. Use the Checklist for Home-School Communications on page
78 to assist you.
In Chapter 2 you’ll learn about another approach for providing early, research-based
instructional interventions to struggling students. It is known as Response-toIntervention.
IDEA
Toolkit
Tools for Chapter 1
Reading Instruction
Checklist (Page 76)
Checklist for
Home-School
Communications
(Page 78)
11
2
Response-to-Intervention (RTI)
A new approach to helping students
most at-risk for LD
Who is this for?
This chapter is for parents who know their child is struggling in school, but are unsure whether or not
their child has a learning disability.
The pre-referral services and programs outlined in Chapter 1 can provide helpful support for struggling students.
This chapter describes Response-to-Intervention (RTI) – a comprehensive, multi-step process that closely monitors
how students are responding to different types of services and instruction. RTI provides an improved process of
pre-referral interventions.
Parents can first find out if their school district uses an RTI process. If the answer is yes, then parents can learn more
about RTI and ask key questions about how it will be used to help their child.
Response-to-Intervention (RTI): A comprehensive, multi-step process that closely monitors how the student
is responding to different types of services and instruction.
Progress monitoring: A scientifically based practice used to assess students’ academic performance and
evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students
or an entire class.
Curriculum based measurement (CBM): Tools for measuring student competency and progress in the basic
skill areas of reading fluency, spelling, mathematics and written language.
Scientific, research-based instruction: Curriculum and educational interventions that are research based and
have been proven to be effective for most students
Universal screening: A step taken by school personnel early in the school year to determine which students
are “at risk” for not meeting grade level standards. Universal screening can be accomplished by reviewing
a student’s recent performance on state or district tests or by administering an academic screening to all
students in a given grade. Students whose scores on the screening fall below a certain cut-off point are
identified as needing continued progress monitoring and possibly more intensive interventions.
As you learned in Chapter 1: Pre-referral Services, provisions in both IDEA 2004 and No Child Left Behind are designed
to encourage school districts to provide additional support for struggling students within general education. In this
chapter you’ll learn about a process known as Response-to-Intervention (or Responsiveness-to-Intervention)(RTI). IDEA
2004 encourages schools to begin using a process that determines if a student responds to a “scientific, research-based
intervention” as a part of the evaluation procedures to determine which students may have a specific learning disability
(SLD) and need special education.
Response-to-Intervention •
12
The growing interest in RTI is closely linked to another significant change made by IDEA 2004 – the elimination of the requirement for schools to determine
that a student shows a “severe discrepancy” between intellectual ability and academic
achievement in order to be identified as having an SLD.
Before IDEA 2004, a student could not be identified as having a specific learning
disability unless a “discrepancy” was found in one or more of the following areas:
•
•
•
•
•
•
•
oral expression
listening comprehension
written expression
basic reading skill
reading comprehension
mathematics calculation
mathematics reasoning
This “discrepancy” requirement, which has been part of federal special education
regulations since 1977, has been under attack for some time. Critics charge that the
“discrepancy” approach requires students to fail for long periods of time before they
can be found eligible for special education services. Equally important is the growing
evidence that the “discrepancy” requirement is particularly problematic for students
living in poverty, students of culturally different backgrounds and those whose native
language was not English.
Relaxing the “discrepancy” requirement, which has been so deeply embedded in
the identification of a specific learning disability, should lead to improvements in
identification practices and better results for students.
What is RTI?
The RTI process is a multi-tiered approach to providing services and
interventions to students who struggle with learning at increasing levels of
intensity based on progress monitoring and data analysis.
T he RTI process has the potential to limit the amount of academic failure that
any student experiences and to increase the accuracy of special education
evaluations. This could also reduce the number of children who have been
mistakenly identified as having learning disabilities when their learning
problems are actually due to cultural differences or lack of adequate
instruction. Information and data gathered by an RTI process can lead to earlier
identification of children who have true disabilities and are in need of special
education services.
RTI vs. Pre-referral Interventions
As discussed in Chapter 1, many schools, school districts – and even some states
– have established procedures for pre-referral interventions, which are designed to
provide additional support to struggling students prior to referral for special education
evaluation. However, little research has been done on the effectiveness of this
approach.
Essential Components
of RTI
According to the National
Research Center on Learning
Disabilities (NRCLD) (www.
nrcld.org), the essential
components of RTI include:
• M
onitoring a student’s
progress in the general
curriculum using
appropriate screenings or
tests (assessments)
• C
hoosing and
implementing a
scientifically proven
intervention to deal with a
student’s learning problems
• F ollowing formal guidelines
to decide which students
are not making sufficient
progress or responding to
the intervention
• M
onitoring how the
student responds to the
intervention by using
assessments at least once
a week or once every two
weeks
• M
aking sure the
intervention is provided
accurately and consistently
• D
etermining the level of
support that a student
needs in order to be
successful
• G
iving parents notice of
a referral and a request to
conduct a formal evaluation
if a disability is suspected as
required by IDEA
13
Pre-referral interventions have frequently been used without close monitoring or documentation of the student’s progress.
Monitoring and record keeping provide the critical information needed to make decisions about the student’s future
instruction. If monitoring and record keeping doesn’t occur along with pre-referral strategies, the opportunity to make
informed decisions about the student’s future instruction and intervention needs is lost. Equally important, the adequacy
of the instruction being delivered in the general education classroom where the student was experiencing learning
difficulties has not usually been examined. Frequently, the instructional program being used in general education, such as
the beginning reading program, is not scientifically based and does not have a high success rate for most children.
In contrast, successful implementation of RTI requires a number of essential components that ensure high-quality
instruction, careful monitoring and documenting of progress and close collaboration between general education and
special education.
A three-tier RTI model includes:
Tier 1: Screening and Group Interventions
Students who are “at-risk” are identified using universal screenings and/or results
on state or district-wide tests and could include weekly progress monitoring of all
students for a brief period. Identified students receive supplemental instruction,
or interventions, generally delivered in small groups during the student’s regular
school day in the regular classroom. The length of time for this step can vary, but it
generally should not exceed eight weeks. During that time, student progress is
closely monitored using a validated screening system such as curriculum based measurement (see below). At the end
of this period, students showing significant progress are generally returned to the regular classroom program. (Note: this
step may be broken into 2 separate tiers in a 4-tier model) Students not showing adequate progress are moved to Tier 2.
Tier 2: Targeted Interventions
Students not making adequate progress in the regular classroom in Tier 1 are
provided with more intensive services and interventions. These services are provided
in addition to instruction in the general curriculum. These interventions are provided
in small group settings. In the early grades (K-3) interventions are usually in the areas
of reading and math. A longer period of time may be required for this tier, but it
should generally not exceed a grading period. Students who continue to show too
little progress at this level of intervention are then considered for more intensive
interventions as part of Tier 3.
Depending on a school’s particular model of RTI, parents may or may not be involved in Tier 2. Ideally, schools involve
parents at the earliest stages of RTI by explaining the process in face-to-face meetings, providing written intervention
plans and requesting parental consent.
Tier 3: Intensive Interventions and Comprehensive Evaluation
Students receive individualized, intensive interventions that target the student’s skill
deficits. Students who do not respond to these targeted interventions are then
considered for eligibility as required by the Individuals with Disabilities Education
Act (IDEA) (see Chapters 5 and 6). The data collected during Tiers 1, 2 and 3 are
included and used to make the eligibility decision. (Note: This part of the process
may be broken into 2 separate tiers in a 4-tier model).
At any point in an RTI process, IDEA allows parents to request a formal evaluation to determine eligibility for special
education. An RTI process cannot be used to deny or delay a formal evaluation for special education.
*Images reprinted with permission of the IRIS Center (OSEP grant H325F01003) and the TN State Improvement Grant (OSEP grant H323A030007).
http://iris.peabody.vanderbilt.edu/
14
Curriculum Based Measurement (CBM)
CBM is one way of tracking and recording a child’s progress in specific learning areas.
Using CBM, teachers regularly assess students’ performance (e.g., each week) using very
brief, simple tests. The results help teachers determine whether students are learning
well from their instructional program. CBM results also provide the teacher with the
information needed to tailor instruction for a particular student. CBM practices, supported
by a great deal of research, are available in pre-reading, reading, spelling, mathematics and
written expression for grades 1-6. Procedures have also been developed for kindergarten
and middle school.
IDEA
Toolkit
Tools for Chapter 2
Ten Questions to Ask
About RTI (page 79)
Written Intervention Plans
If your child’s school is using an RTI process to address your child’s difficulties, you should
expect to receive a written intervention plan. This plan should include details about how
the school is planning on helping your child. The written intervention plan should be fully
explained to you and should include the following:
• A description of the specific intervention
• The length of time (such as the number of weeks) that will be allowed for the
intervention to have a positive effect
• The number of minutes per day the intervention will be implemented (such as 30
to 45 minutes)
• The persons responsible for providing the intervention
• The location where the intervention will be provided
• The factors for judging whether the student is experiencing success
• A
description of the progress monitoring strategy or approach, such as CBM, that
will be used
• A progress monitoring schedule
The instructional interventions used as part of an RTI process should provide targeted
assistance based on progress monitoring, be delivered by a highly qualified classroom
teacher or another specialist and provide additional instruction on an individual or small
group basis (with or without technology assistance).
The following practices are not appropriate instructional interventions and should not be
part of an RTI intervention plan:
• Special or re-assigned seating in the classroom
• Shortened assignments
• C
ommunications with the parent about the child at regular parent-teacher
conferences or other informal communications
• Classroom observations
• Suspension
• Retention
• More of the same/general classroom instruction and/or assignments
As school districts work to improve the process of identifying students who have a specific
learning disability and need special education services, parents need to understand
the components essential to the appropriate implementation of RTI. Use the
Ten
Questions to Ask about response-to-Intervention (RTI) on page 79 to help guide
you through the process.
15
3
Referral or Request for Evaluation
Taking the first step toward
special education
Who is this for?
This chapter is for parents who are considering asking for a formal evaluation of their child
(testing to determine if the child has a disability) or who have received a request from the
school to have their child evaluated.
In order for a child to receive special education services, he or she must first be evaluated.
A referral from the school or a request for formal evaluation from a parent sets into motion a host of legal
obligations and procedures required by IDEA. This chapter outlines what will happen when either a parent or
school district requests an evaluation. It is important for parents to understand their rights and options during this
process. If an evaluation is conducted by the school, there is no cost to the parent.
Parents can be prepared to participate in the referral and evaluation process. An important first step is learning
how to organize concerns by keeping detailed records and then sharing relevant information during formal
communication with the school. Parents can also learn more about the common signs of learning disabilities.
Child find: Ongoing activities undertaken by states and local school districts to locate, identify, and evaluate
all children residing in the state who are suspected of having disabilities so that a free appropriate public
education (FAPE) can be made available to all eligible children, including all children in public and private
schools, including religious schools.
Free Appropriate Public Education (FAPE): Special education and related services that are provided at
public expense, under public supervision and direction, and without charge to the parent, and that meet the
standards of the state education department. Special education and related services must be provided in
conformity with an Individualized Education Program (IEP) as required by IDEA.
Informed consent: Procedure to ensure that the parent:
• Has
been fully informed of all information related to the proposed activity (in his native language, or
other mode of communication)
• U
nderstands and agrees in writing to carrying out the activity for which his consent is sought
• U
nderstands that giving consent is voluntary and may be revoked at any time
• Understands that revoking consent will not apply to an activity that has already occurred
Informed consent is required for an evaluation, a reevaluation and for the initial delivery of special
education services.
Referral or Request for Evaluation •
16
In Chapter 1: Pre-referral Services you learned about a variety of possibilities to help
address your child’s learning problems before a referral is made for special education
evaluation. Chapter 2: Response-to-Intervention introduced a process intended to
improve both pre-referral services and determining individual student needs. This chapter
describes the process of formally referring students for special education evaluation.
The first step in the special education process is the referral (or request) for an evaluation
of a student.
IDEA 2004 clearly establishes that either a child’s parent or school district can
initiate a request for an evaluation to determine if a student is a child with a
disability and needs special education.
Making a request for a formal evaluation does not give the school district your permission
to begin special education services. If the results of the evaluation indicate that your child
needs special education, you and your school will develop an educational plan tailored to
your child’s specific needs. At that point, you must provide consent for any special education services to begin.
A referral for evaluation sets into motion a host of legal obligations and procedures that are complex – even daunting
– for parents. Understanding special education procedures will enable you to act in the best interest of your child during
each phase of the process.
No matter who requests the evaluation, it is conducted at no cost to the parents, and parents are an essential part of the
process.
Private Evaluations At Private Expense
Parents can and often do choose to have their child evaluated privately, as opposed to asking the school to do
an evaluation. If you choose to obtain a private evaluation, the school is not responsible for the cost of the evaluation. You can decide whether or not to share the results of a private evaluation with your child’s school.
Requests by the Parent
If your child is experiencing academic problems at school, you may suspect your child has a disability such as a specific
learning disability and needs additional help available only through special education programs and services.
Research has provided the basis for a reliable list of “warning signs” which may strongly suggest the presence of a learning
disability. The signs will differ depending on the age of the child. Use the
Learning Disabilities Checklist on page 80
to determine if your child is showing significant signs on an ongoing basis.
If you haven’t already started keeping careful records about your child’s educational experiences, now is the time.
Information about your child’s school experience, evaluation results, meetings with teachers, counselors, specialists,
administrators and any decisions made regarding your child’s education will be critical to your child’s case and to making
the decisions that will most benefit your child. It can be helpful to keep records in chronological order. Review the
Types of Records a Parent Should Keep on page 85 to help you set up your records.
You can begin the process of special education evaluation at any time. However, it may be wise to do some homework
before formally requesting an evaluation of your child.
17
Consider these pre-referral activities:
• Talk to the Teacher. If you haven’t already met with your child’s teacher to discuss your concerns, consider this as a
first step.
earn about Special Education Services. Talk to your school’s principal about the special education services
• L
available at your child’s school. Inquire about the training and qualifications of special education teachers and the
instructional approaches they use to work with students identified with learning disabilities so you know about the
qualifications of the personnel in your school. Finally, ask about the evaluation and eligibility process in your school
district and get any printed information available for parents.
ontact Your PTI. Get in touch with the Parent Training and Information Center (PTI) in your state. Each state has at
• C
least one PTI, supported by funding from the U.S. Department of Education. Your PTI can help you understand the
particular “ins and outs” of special education in your state. Ask for any printed information that will help you understand
the process. Go to www.LD.org/PTIlocator to find your state’s PTI.
Once you decide to make a formal request for evaluation, it is up to you to contact your school district and explain your
concerns. Always make your request in writing, and clearly present the reasons for your concern.
In your written request, describe and be prepared to provide specific examples of the problems your child is having.
Items such as work samples, handwriting samples, assessment records, etc. should be used to provide background and
evidence of your concerns. It may be helpful to organize your thoughts and concerns using the
Worksheet for
Organizing Your Concerns about School-Related Problems located on page 86.
Use the
Sample Letter Requesting Evaluation on page 89 to create your letter to your child’s school requesting an
evaluation for special education.
When the school district gets your request, the district will need to decide whether or not to evaluate your child. They need
to determine if your child shows evidence of a suspected disability and whether or not there is sufficient evidence to call
for an evaluation.
You should receive a written confirmation of your request from the school district, along with a copy of your Procedural
Safeguards, a document which describes your legal rights and protections under IDEA. The information required in the
Procedural Safeguards notice is presented in Chapter 4: Procedural Safeguards.
Important note: In many cases, schools and school districts will have “pre-referral intervention” processes they will
want to use – or possibly are required to use – prior to formal special education evaluation. Some of these options were
discussed in Chapter 1: Pre-referral Services and Chapter 2: Response-to-Intervention.
If the school determines that your child should be evaluated for potential special education eligibility, the district must
request your informed consent, or permission, to proceed with the evaluation.
If the school decides that there is not enough evidence of a “suspected disability” and, therefore, denies your request for
an evaluation, the school must provide you with a written notice of its decision. Known as Prior Written Notice, this notice
must include:
• A description of the action proposed or refused by the district
• A
n explanation of why the district proposes or refuses to take the action and a description of all student information
used as a basis for the decision
• A
statement that the parents have protection under the Procedural Safeguards (as described in Chapter 4: Procedural
Safeguards)
18
• Sources for parents to contact or to obtain assistance in understanding the
various provisions of their rights under IDEA
• A description of other options considered and the reason why those options
were rejected
• A description of the factors that impacted the district’s proposal or refusal
At that point, you may go forward with your right to challenge the district’s decision.
Options to resolve disputes between parents and schools under IDEA are covered in
Chapter 11: Dispute Resolution Options.
IDEA
Toolkit
Tools for Chapter 2
Learning Disabilities
Checklist (Page 80)
Types of Records a
Parent Should Keep
(Page 85)
A Word About Medication
IDEA 2004 establishes a new requirement that each state must have a policy
that prohibits school districts from requiring a child to be taking medication, such as those frequently prescribed for children with attentional disorders
such as Attention Deficit Hyperactivity Disorder (ADHD), as a condition of
attending school, receiving an evaluation, or receiving services under IDEA. While ADD/ADHD is not a learning disability, some students may have both ADD/ADHD and LD.
Sample Letter
Requesting Evaluation
(Page 89)
Organzing Your
Concerns Chart
(Page 86)
Requests by the School District
As part of their responsibilities under IDEA, school districts are required to identify,
locate and evaluate all children who may be in need of special education in their
district. Activities related to this duty are called “Child find” under IDEA.
This “Child find” obligation includes students who are homeless or are wards of the state (such as a foster child or a child in the custody of a public child
welfare agency) and students attending private schools (see Chapter 9: Private
School Students), as clarified by IDEA 2004.
When a school district proposes to conduct an initial evaluation of a child to
determine his or her eligibility for IDEA services, it must notify the parent in writing and
request the parent’s informed consent for the evaluation to proceed.
If the parent chooses to refuse to provide consent for the initial evaluation or does not
respond to the request to provide consent for the initial evaluation of a child attending
public school, the school district may pursue the initial evaluation by using the dispute
resolution procedures described in Chapter 11: Dispute Resolution Options.
In the next chapter you’ll learn about your Procedural Safeguards, which spell out the
rights of children with disabilities and their parents.
19
4
Procedural Safeguards
Understanding and excercising
your legal rights
Who is this for?
This chapter is for parents who have officially requested that the school district evaluate their child
for the presence of a disability – and for parents who have already given the district permission to do so.
Once it has been established that a child will be evaluated, the school is required by law to give parents a copy of
the “Procedural Safeguards Notice.” This written document tells parents what legal rights they have in order to make
sure that their child receives the services that he or she needs. When parents understand these rights, they can take
action when necessary to ensure that the special education process is working in the best interests of their child.
Parents can contact the Parent Training and Information Center (PTI) in their state for a more detailed explanation
of the Procedural Safeguards Notice.
Parent: A natural, adoptive or foster parent; an individual acting in the place of a natural or adoptive parent; an
individual who is legally responsible for the child; a guardian; or a surrogate parent.
rior Written Notice: A written notice that the school must provide to the parents of a student with a disability within
P
a reasonable time if they wish to:
• Evaluate the student
• Determine whether the student is eligible for special education services
• Change the student’s evaluation or educational placement or educational plan (IEP)
• Refuse the parents’ request to evaluate their child or change their child’s educational plan (IEP) or placement.
In the last chapter you learned about the process involved in making a formal request for an evaluation of your child. That
request, once made, triggers a requirement for your school district to provide you with a copy of a notice known as the
Procedural Safeguards Notice – a formal document that describes the rights and protections of both you and your
child.
The federal IDEA law promotes parents’ involvement in the education of their child, and it incorporates parents’ and
children’s rights as well as certain protections for these rights. These protections are embedded in the procedures
that states are required to follow as they evaluate students and provide special education services. Collectively, these
protections are called procedural safeguards.
Since state laws also govern special education services, procedural safeguards notices may be different across states and
school districts. However, all procedural safeguards notices must include the safeguards of parents’ and students’ rights that
are required by IDEA (see table below).
The Procedural Safeguards Notice, containing all of the information required by IDEA, must be provided to parents at very specific points along the way. IDEA 2004 changed the points at which the school must provide
parents with the Procedural Safeguards Notice and reduced the number of times a parent must get the notice. However,
parents may request a copy of the Procedural Safeguards Notice at any time. (Many states place a copy of the procedural
safegaurds notice on its Internet Web site.)
Procedural Safeguards •
20
Schools must provide a copy of the Procedural Safeguards Notice:
•
•
•
•
•
Upon initial referral or parental request for evaluation
Once each school year (for students eligible for IDEA services)
When parents first file a complaint (either a state complaint or due process complaint)
When the student is removed from his or her current educational placement because of a violation of a code of conduct
Upon request by the parent.
The Procedural Safeguards Notice must be written in the native language of the parents (unless it is clearly not feasible to
do so) and it must be written in a way that is easy to understand.
The Procedural Safeguards Notice
must contain information about …
Which means that …
parents’ rights to obtain independent
educational evaluations (IEE)*
You have the right to have your child evaluated by professionals from
outside the school district if you disagree with an evaluation that has
been conducted by the school district. The school district is required
to allow outside evaluations but is not required to accept the results.
Generally, you must pay for this evaluation; however, if it is determined
that the school district’s prior evaluation was inappropriate, you will be
reimbursed for the cost of the evaluation. (Be sure to learn about your
state or district policy regarding IEE.)
(*An IEE at public expense may be
requested whenever a parent disagrees
with an evaluation that has been
conducted by the school. Parents are
entitled to only one IEE each time the
school conducts an evaluation)
parents’ rights to receive prior written
notice any time the school district plans
to evaluate the student, schedules
a meeting where decisions will be
made about the student’s eligibility or
educational placement or refuses to
evaluate or change the student’s plan
or placement.
parents’ rights to consent to
evaluations and to the school providing
special education services
The school district is required to notify you beforehand if they wish to:
• Evaluate your child
• Determine whether your child is eligible for special education
services
• Change your child’s evaluation or educational placement or plan.
If you request evaluations and changes in your child’s educational plan
or placement, and if the school district refuses, they must give you prior
written notice that explains their decision.
The school district must obtain your written, informed consent before
they can evaluate your child or begin to provide special education
services to your child (following initial evaluation and eligibility).
Their request for your consent must include specific information
about the proposed activity and it must be presented in a way that is
understandable to you. Until you give them your written consent, they
are not required to provide special education services. You may consent
to all or some of the services offered by the school. If there are some
services you do not want your child to have, the school district must
still provide the services to which you do consent.
21
parents’ rights to have access to their
child’s educational records
You have the right to see your child’s educational records, to have
copies and to have the records explained to you by school officials.
If the records contain inaccurate or misleading information, you may
ask that they be changed or make a written request for a hearing to
challenge the information.
School districts may release your child’s records without your consent
to other school officials or teachers who have legitimate educational
interests in your child. They may also release records without consent in
health or safety emergencies. If your child transfers to another district,
the school district may release the records if you are informed that the
records will be forwarded and have a chance to request the records
and challenge any misinformation.
parents’ rights to present and resolve
a complaint through the due process
complaint and state complaint process,
including:
• The time period parents have in
which to make a complaint
• How the school district or state may
resolve the complaint
• The difference between the due
process and state complaint
procedures
• The availability of mediation
services
• The student’s educational
placement while the complaint is
being resolved.
You must present complaints within two years of the alleged action (or
within the period specified by your state’s law).
Note: In this context, a “complaint” is a legal document that states a
plaintiff’s case against a defendant.
Procedures for resolving parents’ complaints against school districts
include:
•
•
•
•
Mediation
Resolution meetings
Due process hearings
Appeals to state or federal courts.
While your complaint is being resolved, your child will remain in his or
her present educational placement unless you and the school district
agree otherwise, or if other circumstances apply. (See Chapter 11 for
details.)
Each state must also have a state complaint procedure that individuals
or organizations may use to file complaints against a school district or
districts. (See Chapter 11 for details.)
students’ rights regarding the process
to determine if they can be placed in an
interim alternative educational setting
If your child possesses or attempts to sell a weapon or illegal drugs,
or inflicts serious bodily harm on another person at school, on school
grounds or at a school function, the school district may place your
child in an interim alternative educational setting (IAES), such as an
alternative school, for up to 45 school days, without your written
consent, whether your child has a disability or not. (See Chapter 11
for details.)
parents’ rights regarding unilateral
placement in private schools at public
expense
If you choose to place your child in a private school without the
consent of the school district, the district is not required to pay for the
cost of the private school. However, if your child previously received
special education from the school district, and it is determined through
legal procedures that these services were inappropriate, then the
district may be ordered to pay for the private school. (See Chapter 9
for details.)
22
parents’ rights in due process hearings
Both you and the school district have the right to request a due process
hearing to resolve a dispute. A due process hearing is a formal legal
procedure before an impartial hearing officer or administrative law
judge.
You may request a due process hearing regarding any proposal or
refusal of the school district to:
• Initiate or change the identification of your child
• Evaluate your child
• Educational placement of your child
• Provide a free, appropriate, public education to your child.
(See Chapter 11 for details.)
parents’ rights to state-level appeals of
decisions made in due process hearings
(if applicable in that state)
Some states have a complaint procedure that allows you to file an
appeal with the state department of education if you are dissatisfied
with the outcome of a due process hearing. These procedures are
available through your state education department or Parent Training
and Information Center.
parents’ rights to bring civil actions
against the school district or state,
including the time period in which to
file such actions
If dissatisfied with the results of a due process hearing, you may file
a civil suit against the state or school district within 30 days of a due
process hearing. (See Chapter 11 for details.)
parents’ rights to reimbursement
of attorneys’ fees under specific
circumstances
When a due process hearing or civil suit results in a judgment that
the school district did not provide appropriate services, the judge or
hearing officer may order that attorneys’ fees paid by the parents be
reimbursed by the school district if the fees are not excessive. (See
Chapter 11 for details.)
While these safeguards are complex and can be confusing, it is important when beginning the special education process
to know and understand each of these provisions. These are powerful rights that protect your child’s right to a free,
appropriate public education in the least restrictive environment and they should be fully considered and exercised by you.
You are the best advocate for your child when you actively participate in the special education process.
Remember, details of these safeguards will vary from state to state, so it’s a good idea to contact your state’s Parent Training
and Information Center for assistance in fully understanding your state’s Procedural Safeguards Notice. The U.S. Department
of Education has a model Procedural Safeguards Notice available on its Web site at www.idea.ed.gov.
In the next chapter you’ll learn about the formal evaluation process that must be conducted in order to determine eligibility
for special education services under IDEA.
23
Parent
Perspectives
Those Three Words: Prior Written Notice
My name is Alex, and I am the father of twin second graders, Holly and Josh, who attend elementary school in Delaware.
Holly and Josh were born 12 weeks premature. Their pre-maturity resulted in both children having hydrocephalous as well
as various learning disabilities. I have participated in IEP meetings for five years starting when Holly and Josh were three
years old.
At each IEP meeting I was given a small booklet that described a parent’s procedural safeguards under IDEA. To be honest,
I never actually read through it. I always trusted school staff and assumed that the teachers and therapists would do all
they could to meet my children’s specific needs. The district staff never took the time to go over the procedural safeguards
document with me and I never realized exactly how important knowing your rights could be.
Then, at my last IEP meeting, I was told that my daughter Holly had only made one month of progress in reading during
the previous twelve months time and that she was falling farther and farther behind.
During her IEP meeting I asked for some additional intervention from the school reading specialist, but was told the
reading specialist was already seeing too many children and did not have any additional time available to spend with
my daughter. The school staff told me that Holly would just have to make due with the small group instruction she was
getting in the special ed classroom.
I really didn’t know what to say. Luckily I talked to other parents and they recommended that I attend a seminar sponsored
by our district’s special needs PTA. A representative from our state’s Parent Information Center was there as well as two
attorneys who explained, step by step, all of the parent rights described in that little book that I had previously never read.
It was there that I learned the three most important words that a parent of a child with disabilities needs to know: “Prior
Written Notice.” I had heard district staff use this term once in a while, and thought that it only meant that the district had
to give you 10 days notice before scheduling an IEP meeting. It actually means a whole lot more.
At the special needs PTA meeting I learned that Prior Written Notice means that when a school district adds, changes,
or denies educational services to your child, they must explain to the parent in writing why the services are being added,
changed, or denied. If the school district is denying your services, they most likely will not provide you prior written notice
voluntarily – you will have to ask them to do it.
I have found that my state’s Parent Training and Information Center and our District’s Special Needs PTA can be extremely
valuable resources. In my situation, the school district took our concerns more seriously when we requested them to give
us Prior Written Notice concerning why my request for time with the reading specialist was being denied.
The district ended up re-evaluating her reading skills and assigned a reading specialist to coach her teacher on how to
better teach to my daughter. It’s not exactly what I wanted, but it’s a start. I’m hopeful that the district will agree with
me and get my daughter the additional help she needs. In the meantime, we are using a private tutoring service to
supplement her instruction.
I’m sure my story isn’t all that unique but I can’t emphasize enough how important it is to know your rights under IDEA
– especially those three words: Prior Written Notice. They can make some powerful things happen for you that might
change the outcome for your child. Hang in there – you are not alone.
Sincerely,
Alex from Delaware
24
5
Evaluation
Learning more about your child
Who is this for?
This chapter is for the parents of students who have been referred for a formal evaluation as
prescribed by IDEA, and for parents of students already eligible for special education services who are
referred for a reevaluation.
IDEA contains very specific requirements for a student evaluation. Parents need to understand all aspects of the
evaluation process in order to be full participants in all decisions involving their child. The evaluation results will be
used to make important decisions about their child’s educational future.
Parents can and should actively participate in planning for their child’s evaluation. They need to understand the
school’s proposed evaluation plan and ensure that a comprehensive evaluation is conducted. Parents may find it
helpful to use the
Questions to Ask About Evaluation Plans on page 90.
Child with a disability: A child who has a disability as defined in one of the 13 disability categories in IDEA
and who needs special education and related services because of the disability; or a child aged 3 through 9
who is experiencing developmental delays.
Initial Evaluation
In previous chapters you’ve learned about several steps that lead up to a formal student evaluation, including Pre-referral
Services, Response-to-Intervention, Referral or Request for Evaluation and Procedural Safeguards. This chapter will provide
you with an overview of the initial evaluation and reevaluation processes.
At this stage of the special education process, both the parent and the school district
have agreed to conduct a formal student evaluation. The student’s parents have received
their Procedural Safeguards Notice and have provided informed consent, or permission,
for the evaluation to proceed.
By providing consent for an initial evaluation, you are not giving permission for your child
to receive special education services. You are only consenting to the evaluation process. If
your child is found eligible for special education services, you will be required to provide
informed consent for the services before they can begin.
An initial evaluation is conducted to provide information that will be used to determine
if your child is a child with a disability as defined by IDEA, and, because of that disability,
needs special education and related services. The evaluation process includes a variety
of tests to measure your child’s cognitive ability, academic skills, language skills, and
social and emotional status. Evaluations may include reports written about your child
that include observations of your child in the classroom and other school settings, and
Evaluation •
25
standardized tests. If your child is found eligible for special education under IDEA,
the evaluation information will also be used to develop his or her Individualized
Education Program (IEP), which will be discussed in Chapter 7: Individualized
Education Programs.
Timeline for Initial Evaluation. Many states have established specific timeframes in
which a student evaluation must be completed once you provide informed parental
consent. You need to know your state’s timeline for evaluation – including whether
the timeline is in calendar days or schools days. Mark your calendar on the date your
child’s evaluation begins and when it should be complete.
If you live in a state that does not have an established timeline for completing an evaluation, IDEA 2004 requires that the evaluation be conducted within 60
calendar days of receiving parental consent. Exceptions to this timeframe apply if the
parent does not make the child available for evaluation, or if the student transfers to
another school district.
Schools routinely perform screenings and other informal assessments to all students to assist with their instructional programs. IDEA 2004 makes it
clear that screenings administered by a teacher or other specialist for the purpose
of determining instructional strategies are not to be considered as an evaluation for
special education. Parental consent is not required for school-wide assessments or
screenings unless consent is required for all students.
Evaluation Notice
The school district will provide you with an Evaluation Notice, or evaluation plan, that
describes any tests the school proposes to conduct during the evaluation. Since IDEA
contains a number of legal requirements for conducting evaluations, you should be
sure that the process outlined and types of tests described in the evaluation notice
reflect these requirements, are broad enough to provide a complete picture of your
child, take into consideration the concerns you have raised in your communications
with the school, and will provide the information needed to design your child’s
educational program. Refer to the
Worksheet for Organizing Your Concerns
about School-Related Problems on page 86 to assist in your review of the
proposed evaluation plan.
This is the beginning of your full and equal participation in the special education
process – participation that is very important to your child’s school success. While the
terms and jargon used in the world of educational and psychological testing can be
confusing and intimidating, make time to learn about the various tests the school
district proposes in the evaluation plan.
Evaluations vs.
Assessments
The No Child Left Behind
Act (NCLB) requires all
states to administer
statewide assessments of
reading/language arts and
mathematics in grades 3
through 8 and once between
grades 10 and 12. Many
states have additional state
or district-wide assessments
that are administered to all
students to measure their
academic performance
against the state’s academic
standards. Several states have
tests that students must pass
to earn a standard high school
diploma or to be promoted to
the next grade.
A student’s performance
on these state or district
assessments can provide
helpful information about
the student’s rate of progress
and academic achievement as
compared to his or her peers
in the same grade. However,
such assessments do not
provide the comprehensive,
individualized information
required by IDEA in order to
make a determination for
special education eligibility.
That comprehensive,
individualized information
comes from a formal
evaluation.
Ask to meet with the evaluator or the school’s special education administrator to
discuss the tests that are proposed, what they measure, and when and how they
will be administered. While providing parents with an opportunity to meet and
discuss the proposed evaluation process isn’t required by IDEA, it’s a good way for
you to gain a full understanding of what is being proposed and how the results will
help everyone make informed decisions about services and supports that might be
appropriate. Ask for any resources that might help further your understanding, and
take the opportunity to visit the library or do an online search. Use the
Questions
to Ask About Evaluation Plans on page 90 to help you decide if the proposed plan
is right for your child and to improve your understanding of the plan.
Evaluation •
26
IDEA requires that the school must review evaluations and information provided by
parents. The information you provide as part of the evaluation process is extremely
important. Also, you may be asked to conduct parts of the evaluation yourself, such
as filling out checklists and reporting observations of your child.
Requirements for Evaluation
According to IDEA, your school district must conduct an evaluation that:
• Uses a variety of different tests (assessments), procedures, tools and strategies to
gather relevant functional, developmental and academic information (including
information provided by the parent); this information may be used to help decide
whether your child has a disability, and it can help when developing your child’s
Individualized Education Program (IEP)
• Ensures that your child is evaluated in all areas in which a disability is suspected
• Does not use any single measure or test as the sole basis for deciding whether your
child has a disability, or for developing an appropriate educational program for your
child
• U
ses evaluation tools and strategies that provide relevant information that directly
support decisions about the educational needs of your child
• Uses technically sound testing instruments to determine the roles that cognitive
and behavioral factors, in addition to physical or developmental factors, are playing
in your child’s difficulties. These testing instruments must be:
Examples of
information that
parents can provide
from their records
• P
rior teacher and parent
reports
• I nformation from
parents’ research about
their child’s disability
• R
esults of private
screening or testing (paid
for by parents or private
insurance)
• I nformation from private
tutors and therapists
• L etters from a family
doctor
• School reports
• S amples of school
performance
• Selected and administered so they do not discriminate on a racial or cultural
basis
• Used for purposes for which the assessments or measures are proven to be valid
and reliable
• Administered by trained and knowledgeable personnel
• Administered according to the specific instructions provided by the producer of
the assessments.
Additional requirements for evaluations were added in IDEA 2004. Now assessments must be provided and administered in the language and form
most likely to yield accurate information on what the student knows and can do
academically, developmentally and functionally. For example, the assessments should
be administered in Spanish, or Braille, or sign language, if that’s the student’s usual
mode of communication.
In addition to the results of the evaluation procedures conducted as required above,
an initial evaluation must also include any existing data on your child, such as:
• Information and data collected during pre-referral interventions or a response-tointervention process (as described in Chapter 1 and Chapter 2)
• Evaluations and information provided by the parents
• Current classroom-based, local or state assessment results
• O
bservations by teachers, school psychologists and related service providers
(such as speech-language pathologists, occupational therapists and physical
therapists).
Evaluation •
27
Evaluation and Response-to-Intervention (RTI)
s noted in Chapter 2: Response-to-Intervention, the data collected during RTI are included as part of the
A
evaluation results and are used to make eligibility decisions. However, IDEA requires multiple sources of data and
does not allow any single measure or assessment to be used as the sole criterion for determining whether your
child has a disability or for determining an appropriate educational program for your child.
A school district may propose to use an RTI process while conducting an evaluation (as required by IDEA) of your
child. Together, RTI and formal evaluation provide information about your child’s academic skills, rate of learning
and the underlying reasons for his or her learning difficulties.
You are free to request a formal evaluation at any time. School district policies regarding RTI should not be used to
delay or deny your request for evaluation.
Private Evaluations at Private Expense
You are free to have your child evaluated privately at your own expense at any time. If you have had any private testing
conducted on your child at your own expense or through private insurance, you should provide the results to the school at
this stage. To ensure reliable results, it is important that your child not be administered the same test within a short period
of time. Making the school aware of private testing results is important if the school district is to construct an appropriate
evaluation plan.
Before scheduling a private evaluation, you should carefully review the credentials of the evaluator. Make sure that:
• The individual who conducts the evaluation meets state requirements (e.g., holds a state license)
• The evaluator will provide a very detailed written report that may include recommendations for support and/or
services that will address your child’s needs
• The evaluator will provide you with a full explanation of the findings so you can explain and support them while
discussing the report with the school
• The school district generally accepts evaluations from this individual
• The evaluator is willing to attend school meetings to explain results and the reasons for recommendations.
Finalizing Plans for Evaluation
After you review the school district’s proposed Evaluation Notice, meet with a school representative, review the evaluation
requirements above, and share any private testing results, you’ll need to reach agreement on the proposed evaluation plan.
As the parent, you are free to object to certain tests or assessments and/or to request that additional tests or assessments
be added to the plan. If you reject the plan, you will need to work with the school district to develop a plan that is more
appropriate for your child and addresses your concerns. If the school district does not agree to your changes, you have the
right to refuse your consent or to use the dispute resolution options described in Chapter 11: Dispute Resolution Options.
Likewise, if the district feels the original plan was appropriate, it can choose to utilize available dispute resolution options.
Remember that the evaluation results will be used to make important decisions about your child’s education. Also
remember that, as specified in your Procedural Safeguards Notice described in Chapter 4, you have the right to an outside
or independent educational evaluation (IEE) if you disagree with the results of the district’s evaluation.
Once you and the school district have agreed on the evaluation plan and all of its components, the evaluation will be
completed by school personnel.
Evaluation •
28
Evaluation Report
The school district is required by IDEA to provide you with a copy of the evaluation
report; however, they are not required to provide it before the meeting to determine
your child’s eligibility for special education. You should request a copy of the full
evaluation report before any meeting so that you’ll have time to prepare your
questions and recommendations. You will need to make a request, in writing, stating
your expectation to receive a report prior to any meetings. Use the
Sample
Letter on page 91 to make a written request for a copy of the evaluation report.
You can also request to meet with the evaluator – or case manager – at your child’s
school to get a complete review of the results. Again, this type of meeting is not
required by IDEA, but it can go a long way toward helping you decipher complex test
results.
The next step in the special education process, following the completion of an initial
evaluation, is Eligibility Determination, which is covered in Chapter 6.
Reevaluations
For students who have been found eligible for special education and have an IEP,
IDEA lays out certain requirements and conditions for reevaluations to establish
that the child continues to need special education support and services. In all
circumstances, the school must obtain informed consent from the parent to conduct
a reevaluation. As with the initial evaluation, if the parent chooses to refuse to provide
consent for reevaluation or does not respond to the request to provide consent for
the reevaluation of a child attending public school, the school district may pursue
the evaluation by using the dispute resolution procedures described in Chapter 11:
Dispute Resolution Options.
While reevaluations are required at least once every three years to determine the continuing need for special education, IDEA 2004 clarifies that the child’s
parents and the school district can override this requirement if they both agree
that a reevaluation is not necessary to establish continued eligibility for special
education.
Reevaluations cannot be conducted more frequently than once a year,
unless both the parent and the school district agree that it is necessary.
A reevaluation must be conducted if requested by the child’s parent.
If your child transfers
while being evaluated
Generally, an evaluation of your child must be
completed in accordance
with your state’s timeline or,
if your state has no timeline,
within 60 days from the time
you consent to an evaluation.
However, if your child
transfers to another school
district while the evaluation
is underway, the timeline can
be changed if you and the
new district agree to a specific
time when the evaluation will
be completed. When agreeing
to a change in the timeline,
you should feel that the new
district is making sufficient
progress in completing the
evaluation.
IDEA
Toolkit
Tools for Chapter 5
Questions to Ask
About Evaluation
Plans (Page 90)
Sample Letter
Requesting Evaluation
Report (Page 91)
Reevaluations are also required in order to determine if special education and related services are no longer needed. A reevaluation is not required when a student graduates with a regular diploma or reaches the maximum age
for receiving special education services as set by the state (turning 22 years of age
in most states). In these cases, the school district must provide a summary of the
student’s academic and functional performance and provide recommendations
for helping the student meet his or her goals after high school. The “summary of
performance” is discussed in Chapter 8: Transition.
Evaluation •
29
6
Eligibility Determination
Determining your child’s need
for special education
Who is this for?
This chapter is for parents whose child has already been formally evaluated for special
education services. It covers the procedures for making a decision about whether the
student, based on the information gathered through the evaluation process, is eligible to
receive special education services as required by IDEA.
Determining eligibility for special education involves a number of important considerations. For students
suspected of having a Specific Learning Disability (SLD), IDEA requires that schools use several procedures that are
in addition to the eligibility determination procedures used for all students suspected of a disability.
For parents, the process to determine eligibility for an SLD can be confusing, especially since IDEA 2004 made
significant changes to this process. Parents need to understand how their child’s school will go about deciding
whether their child has a specific learning disability that requires special education services. Parents should be
prepared to discuss their child’s evaluation results and provide information that will assist with the eligibility
decision.
Child with a disability: A child who has a disability as defined by one of the 13 disability categories in
IDEA and who needs special education and related services because of the disability; or a child aged three
through nine who is experiencing developmental delay.
Eligibility: The determination that a student is a child with a disability as defined by IDEA.
Eligibility Determination •
30
In the last chapter you learned about IDEA’s
requirements for a formal evaluation. The evaluation
process gathered information needed to determine
if your child has a disability and needs special
education services. In this chapter you’ll learn about
the eligibility determination process – both the
general eligibility determination provisions of IDEA
as well as additional procedures that are required
when making a decision about whether your child
qualifies for services under the Specific Learning
Disability category of IDEA.
Your child may be determined to be a child with a
disability based on any of the 13 disability categories
in IDEA, including the Specific Learning Disability
category.
To be found eligible for special education on the basis of a Specific Learning Disability,
your child will need to meet the requirements established by IDEA as well as any state
requirements.
While the definition of Specific Learning Disability was not changed in IDEA 2004
from previous versions of the law, IDEA 2004 introduced substantial changes to the
ways in which school districts can go about the SLD eligibility procedure. (Note: Many
states have their own definition of a Specific Learning Disability, so be sure to check
with your school district to get additional information on your state’s SLD definition.)
Eligibility Determination Meeting
Once the school district has completed the evaluation of your child, it must schedule
a meeting to determine eligibility. This meeting, known as an initial IEP (Individualized
Education Program) meeting, an eligibility meeting or some other term used by your
state, must be scheduled for a time that is convenient for both you and school staff.
(If the proposed time isn’t convenient for you, feel free to ask for a more convenient
time.) The eligibility decision must be made by a team of qualified professionals
and by the parent of the student. Use the Questions to Ask about Your Child’s
Eligibility Determination on page 92 to prepare for the eligibility determination
meeting.
IDEA 2004 defines
Specific Learning
Disability as:
“A disorder in one or more
of the basic psychological
processes involved in
understanding or in using
language, spoken or written.
The disorder may manifest
itself in the imperfect ability
to listen, think, speak,
read, write, spell, or do
mathematical calculations.
The term Specific Learning
Disability includes such
conditions as perceptual
disabilities, brain injury,
minimal brain dysfunction,
dyslexia, and developmental
aphasia. This term does
not include a learning
problem that is primarily
the result of visual, hearing,
or motor disabilities, of
mental retardation, of
emotional disturbance, or of
environmental, cultural, or
economic disadvantage.“
Meetings do not have to be face-to-face. IDEA 2004 allows for alternative ways of meeting, such as through telephone conference calls or video
conferences. If you are unable to attend a meeting at the proposed time, ask
about these alternatives.
Who attends the meeting? You will receive a written notice about this meeting
which will include the school staff members who will be attending. As the child’s
parent, you have the right to bring other individuals to the meeting. However,
IDEA states that these other individuals must have knowledge or special expertise
regarding your child. Individuals appropriate to bring with you to an eligibility
meeting might include educational advocates, private evaluators, private tutors and/
or other professionals who have experience with your child. Bringing individuals with
31
knowledge of your child and the special education process can provide you with additional support during the eligibility
meeting.
IDEA requires that the eligibility determination be made by a group of qualified professionals and the student’s parents.
Who attends on behalf of the school will vary depending on your state or school district. Individuals likely to attend would
include a school principle, school psychologist, special education teacher, general education teacher and others involved
in the evaluations and assessments conducted as part of the evaluation process. A translator should also be present if you
need one.
What happens at the meeting? The initial IEP meeting to determine eligibility will generally include:
• Introductions of those attending
• A
review of the results of your child’s evaluation (Remember, you should have already received a copy of the evaluation
report prior to this meeting. If you have not received the evaluation report prior to the meeting, you must be given a
copy at the meeting.)
• A
review of any material that you, as the parent, want to have included as part of the determination. This may include
results of private screening or testing, reports from a family doctor, or information from private tutors. It is best to
provide these materials to school personnel before the meeting so they have an opportunity to review them.
• Discussion of the evaluation results
• Determination of eligibility and the educational needs of the student.
Eligibility Determination: A Two-Pronged Test
It is important to understand that establishing eligibility for services under IDEA is a two-pronged process. The team of
qualified professionals and the parent must determine that the student meets both of these criteria in order to be eligible
for special education services:
Prong One -
The student must be determined to have one (or more) of the 13 disabilities listed in the IDEA.
AND
Prong Two - The student must, as a result of that disability, need special education in order to make progress in
school and in order to receive benefit from the general educational program.
Given this two-pronged test, it is possible that a student could be determined to have a disability (Prong One), such as a
Specific Learning Disability or Attention Deficit/Hyperactivity Disorder (AD/HD), yet not be in need of special education
(Prong Two).
In such cases, the student may be eligible under other disability categories of IDEA, or an optional designation known as
developmental delay which is designed to enable states to provide special education services to young children (ages
three through nine) who are experiencing developmental delays but do not satisfy the criteria for a disability category.
Lastly, educational assistance may be available to the student under another federal law, Section 504 of the
Rehabilitation Act.
In making the eligibility decision, IDEA requires that the team of qualified professionals and the parent draw upon a variety
of information about the student, including relevant functional, developmental and academic information provided by the
evaluation process. Any additional information provided by the parent must also be considered. The team is not allowed to
rely on any single measure or assessment as the sole basis for determining eligibility.
32
Special Rule for Eligibility Determination. In addition to the consideration of all information obtained
through the initial formal evaluation, as well as information provided by the parents, IDEA 2004 requires some
additional considerations in making eligibility decisions. To prevent students from being inappropriately identified as a
“child with a disability” under any category, the team must also determine that none of the following factors are the primary
reason for the student’s academic difficulties:
• L ack of appropriate instruction in reading, which must include the essential components of reading instruction as
defined in No Child Left Behind (see the
Reading Instruction Checklist on page 76 for more information.)
• Lack of instruction in math
• Limited English proficiency.
In making an eligibility decision, the team has flexibility. More and more, the determination of a specific learning disability
relies on the professional judgment of the team. By using the combined knowledge and expertise of the team members,
sound judgments regarding the disability status and learning needs of your child can be formulated. The team should not
rely on any one criterion nor require any specific mathematical discrepancy in making a determination regarding a specific
learning disability.
Additional Procedures for SLD Determination
As discussed in Chapter 2, IDEA 2004 made significant changes to the procedure to determine if a student has a
Specific Learning Disability.
Specifically, IDEA 2004 eliminates the requirement for schools to determine that a student shows a “severe discrepancy”
between intellectual ability and academic achievement in order to be identified as having an SLD – a requirement that had
been part of IDEA federal regulations for almost 30 years. But since the law does not entirely prohibit its use, some states may
continue to use a “discrepancy” model as part of its eligibility process.
C
aution – Learn Your State and School District Policy. IDEA 2004 federal regulations require that every state have criteria for
determining eligibility for SLD. Be sure to learn your state’s criteria and how it is implemented in your local school district. Your
Parent Training and Information Center can provide you with this information.
T he group that determines eligibility for SLD must include the student’s parents, the student’s regular education teacher (or
a teacher qualified to teach a student of his or her age) and at least one person qualified to conduct diagnostic examinations,
such as a school psychologist, speech-language pathologist, or remedial reading teacher. Others may also be included when
appropriate, such as an occupational therapist or physical therapist.
The updated procedure, contained in the IDEA 2004 federal regulations, requires them to determine that:
• The student does not achieve commensurate with his age in one or more of the following areas:
- Oral expression
- Listening comprehension
- Written expression
- Basic reading skill
- Reading fluency skills
- Reading comprehension
- Mathematics calculation
- Mathematics problem solving (previously called “mathematics reasoning”)
• The student does not make sufficient progress to meet age or state-approved grade-level standards in one or more of the areas
above when using a "response to scientific, research-based intervention process" (such as the Response to Intervention process
described in Chapter 2) or
33
T he student exhibits a pattern of strengths and weaknesses in performance, achievement, or both relative to age, stateapproved grade level standards or intellectual development (for example, an achievement test shows a discrepancy
between reading and math, indicating strengths and weaknesses among your child’s academic skill levels) or
• T he student has been provided appropriate instruction in reading or math. Information that demonstrates that the
student received appropriate instruction from a qualified teacher in a regular education classroom must be considered
by the team. In addition, there must be documentation of regular assessments of achievement. This documentation
should have been provided to the student’s parents.
• The student’s lack of achievement is not primarily the result of any of the following:
- A visual, hearing, or motor disability
- Mental retardation
- Emotional disturbance
- Cultural factors
- Limited English proficiency
- Environmental or economic disadvantage
The eligibility team must consider information from an observation of the student (including the regular classroom
setting) to record academic performance and behavior in the areas of difficulty. This information can be from
observations and monitorings of performance done prior to the student’s referral for a formal evaluation or from an
observation conducted by a member fo the eligibility team as part of the formal evaluation process.
Finally, the team must document all of its eligibility findings in writing. Each member of the team must certify in
writing whether the written report reflects his or her conclusion and, if it does not, that member must submit a
separate statement presenting his or her conclusions. The written eligibility determination report must include detailed
information about the findings and conclusions reached by the team.
In making an eligibility decision, the team has flexibility. More and more, the determination of a specific learning disability
relies on the professional judgement of the team. By using the combined knowledge and expertise of the team members,
sound judgements regarding the disability status and learning needs of your child can be formulated. The team should
not rely on any one criterion nor require any specific mathematical discrepancy in making a determination regarding a
spcific learning disability.
Next Steps
Eligible Students
If your child is found eligible for special education, the next step is to draft a proposed Individualized Education Program
(IEP) for your child. An IEP must be developed within 30 calendar days of the determination that your child needs special
education. Special education services may not be provided until an IEP has been developed and you have provided
informed consent.
Frequently, school districts will propose to combine both the eligibility meeting and the initial IEP meeting. In fact, IDEA 2004 encourages having these meetings at the same time. Combining meetings can save time for parents
and school staff and can also allow the student to begin receiving services more quickly. However, if you object to such a
process, let the school know that you prefer separate meetings to discuss your child’s eligibility and to develop your
child’s IEP.
34
Students not eligible
If your child is not found eligible for special education services, you have the right to
exercise your options for dispute resolution as described in Chapter 11. You might
also inquire about other ways that your child might obtain additional educational
assistance, such as through targeted instruction (individualized or in small groups)
or through a plan allowed under Section 504 of the Rehabilitation Act. Some school
districts will routinely consider students for this type of plan, but others will not. Be sure
to ask your school for information about Section 504 and whether or not your child
can be evaluated for services under Section 504.
Important: You must be given documentation of the eligibility decision, regardless
of whether your child is found eligible or not eligible for special education. This is an
important piece of information, so be sure to keep a copy and place it in your child’s
educational records file at home.
IDEA
Toolkit
Tools for Chapter 6
Questions to Ask about Your Child’s
Eligibility Determination
(Page 92)
Eligibility – A Gateway to Services
In most states, assigning a disability category such as SLD to a student is a
required part of the eligibility process. However, once eligibility is determined
by the team – using the procedures discussed above – services available to the
student should not be limited by his or her specific disability label. For example,
students found eligible under the Emotional Disturbance category receive
specific supports that target behavior issues and work on skills to improve
overall performance. However, if these types of services and supports also
benefit a student found eligible under the SLD category, the school should
provide them. It is common for students with SLD to experience emotional
difficulties as a result of their learning disability. Such emotional issues
should be addressed in the student’s educational program as part of the
learning disability.
Eligibility for your child will continue unless:
• You or your school district propose a change in the disability category
•Y
our child’s performance indicates the possibility that special education services
are no longer needed.
In any of these situations, you or the school will propose to reevaluate your child in
order to gather new information.
Schools are no longer required to evaluate a student when the student’s eligibility ends due to graduation with a standard diploma or when the student
reaches the age at which special education is no longer required by state law (usually
at age 22). In these cases, the school district is now required to provide your child with
a summary of his or her academic achievement and functional performance. This new
summary of performance requirement is discussed in Chapter 8: Transition.
Now that your child has been found eligible to receive special education services, an
IEP must be developed. In the next chapter you’ll learn how the IEP will be developed
and the important role you will play.
35
7
Individualized Education Program (IEP)
Developing your child’s education plan
Who is this for?
This chapter is for parents whose child has been formally evaluated for special education services
and has already been found eligible to receive special education and related services as required
by IDEA.
The Individualized Education Program (or IEP) lays out the school’s commitment to provide special
education and related services to eligible students. Each eligible student must have an IEP in effect
before he or she can receive special education and related services.
IDEA makes it clear that parents are full and equal members of the IEP team. Parents can be active
participants in developing their child’s IEP. They also should be involved to ensure that special education services
are helping their child make adequate progress in the general education curriculum.
Individualized Education Program (IEP): A written statement for each child with a disability that is
developed, reviewed and revised according to the requirements of IDEA.
General education curriculum: The body of knowledge and range of skills that all students throughout a
state are expected to master.
Least restrictive environment: To the maximum extent appropriate, children with disabilities are to be
educated with children who are not disabled. Special classes, separate schooling, or other ways of removing
children with disabilities from the regular educational environment should only occur when the nature or
severity of the disability is such that education in regular classes cannot be achieved satisfactorily with the
use of supplementary aids and services.
Specially designed instruction: Ways that special education professionals adapt the content,
methodology (approaches to teaching certain grade level content), or the delivery of instruction to address
the unique needs that result from the child’s disability. Specially designed instruction should also ensure that
the eligible child has access to the general curriculum so that he or she can meet the educational standards
of the school district that apply to all children.
Related services: Supportive services that are required to assist a child with a disability to benefit
from special education. Related services include transportation, developmental and corrective services,
speech-language pathology and audiology services, interpreting services, psychological services, physical
and occupational therapy, recreation (including therapeutic recreation), counseling services (including
rehabilitation counseling), orientation and mobility services, and medical services for diagnostic or
evaluation purposes. Related services also include school health services, school nurse services designed to
enable a child with a disability to receive a free appropriate public education as described in the child’s IEP,
social work services in schools, and parent counseling and training.
Individualized Education Program •
36
Supplemental aids and services: Aids, services and other supports that are provided in regular education
classes or other education-related settings that enable children with disabilities to be educated alongside
nondisabled children to the maximum extent appropriate. Examples of supplemental aids and services
might be assistive technologies such as a computer or adapted physical education.
Accommodations: Accommodations are tools and procedures that provide equal access to instruction and
assessment for students with disabilities. Designed to “level the playing field” for students with disabilities,
accommodations are generally grouped into the following categories:
•
•
•
•
Presentation (e.g., repeat directions, read aloud, use of larger bubbles on answer sheets, etc.)
Response (e.g., mark answers in book, use reference aids, point, use of computer, etc.)
Timing/Scheduling (e.g., extended time, frequent breaks, etc.)
Setting (e.g., study carrel, special lighting, separate room, etc.).
In the previous chapter you learned about the Eligibility Determination process – the
decision about whether your child qualifies for special education services under IDEA
following an initial evaluation. If your child is eligible for special education services, the
next step is to develop his or her Individualized Education Program, also known as an IEP.
Your child’s IEP lays out the school’s commitment of special education and related
services to be provided by the school district. An IEP must be developed within 30 days
of eligibility determination and then must be reviewed annually as long as the student
continues to be eligible for services. Special education and related services cannot begin
until an IEP has been developed.
As noted throughout this chapter, IDEA 2004 made several significant changes to the
Individualized Education Program, both in terms of who should participate and what
should be included in this important process.
Scheduling the IEP Meeting
School districts are required to take steps to ensure that one or both of the child’s parents are present at each IEP meeting.
These steps include:
• Providing notice of the meeting early enough to ensure that parents have an opportunity to attend
• Scheduling the meeting at a mutually agreed upon time and place.
Alternative ways of meeting, such as conference calls and video conferencing, should be made available to parents as a
way of ensuring participation. While a face-to-face meeting involving at least one parent is most desirable, an alternative
meeting format can provide an opportunity for both parents to participate.
Meeting Notice
The school must provide you with a written notice of every proposed IEP meeting. The meeting notice must state the
purpose of the meeting, the time and location of the meeting and who will attend. The notice must also inform you of your
right to bring other individuals to the IEP meeting.
For meetings to develop IEPs for students turning age 16 (or older) during the time in which the IEP will be in effect, the
notice must also:
• Indicate that the meeting will include consideration of postsecondary (after high school) goals and transition services
Individualized Education Program (IEP) •
37
• Indicate that the student will be invited to attend the meeting
• List any other agency (such as rehabilitative services) that will be invited to
attend.
Information about the transition services required in IEPs is covered in Chapter 8.
Who Attends IEP meetings?
The IEP team consists of:
• The student’s parents
• At least 1 regular education teacher of the student (if the student is, or may
be, participating in the regular education classroom)*
• At least one special education teacher or, where appropriate, at least one
special education provider*
• A representative of the school district who is: qualified to provide, or
supervise the provision of, specially designed instruction; is knowledgeable
about the general education curriculum; and is knowledgeable about the
availability of the school district’s resources*
• An individual who can interpret the instructional implications of evaluation
results (this may be a school psychologist or may be one of the teachers or
the district representative listed above)*
• Any individuals who have knowledge or special expertise regarding the
student. These individuals can be invited by either the school or the parent and
might include an advocate, private tutor or related services personnel (such as
a speech-language pathologist, occupational therapist or physical therapist)
• When appropriate, the student. (You know your child best, so work with
school staff to determine the appropriate age at which your child is ready to
be part of the IEP team meeting. This will vary based on your child’s disability,
level of maturity and ability to understand the information that is discussed
during an IEP meeting.)
You should read the meeting notice to be sure that the required members are going to
be on hand. You should expect that members will be available for the entire meeting.
If you have any concerns regarding those who are scheduled to attend, communicate
those concerns prior to the meeting. If the school district is proposing to excuse a team
member, be sure you understand the terms of such excusals, as explained below.
xceptions to IEP Meeting Attendance. IDEA 2004 provides two ways that the
E
IEP team members indicated above with an * can be excused from attending the
IEP meeting, in whole or in part:
• If the member’s area of the curriculum or related services is not being modified or discussed in the meeting. Parents must provide written
agreement for this type of excusal.
• If, when the member’s area of curriculum or related services is being
discussed, the member submits written input to the parents and the team
prior to the meeting. Parents must provide informed written consent for this
type of excusal.
Conducting an IEP
Meeting without a
Parent.
A school district may conduct
an IEP meeting without
the student’s parents in
attendance if the district has
been unable to convince the
parents to attend and has
kept records of its attempts to
gain the parents’ attendance.
IEP FORMS
Most states and/or local
school districts have
developed forms to make
the IEP process run smoothly.
These forms must contain all
of the elements required by
IDEA and may also contain
additional state and/or district
level elements. If your school
district has an IEP form, obtain
a copy of the form before your
child’s IEP meeting. Reviewing
the IEP form that will be used
by the school will help you
understand the information
that will be covered during
the meeting.
Remember that forms can
limit flexibility by not allowing
you room to include details
that are specific to your child.
So, don’t hesitate to bring up
issues of concern regardless
of whether the school’s IEP
form provides a place for such
information. Above all, the
IEP must be tailored to each
student’s unique educational
needs.
This applies whther the IEP team member wishes to be excused from attending either
the entire meeting or part of the meeting. If you would prefer that the school district
not propose to excuse any member of your child’s IEP team, you need to notify the
school, in writing, well in advance of the meeting. Use the Sample Letter Regarding
38
IEP PROCESS
CONSIDERATION
FACTORS
SPECIAL
FACTORS
PRESENT LEVEL OF
PERFORMANCE
MEASURABLE
ANNUAL G OALS
PROGRESS
REPORTING
SERVICES
& PROGRAMS
PARTICIPATION IN
GENERAL EDUC ATION
IEP Team Member Excusal on page 93 for this purpose.
Developing the IEP
Consideration Factors. The development of your child’s
IEP must begin with the consideration of several important
factors. These are:
• The strengths of your child
• Your concerns for improving your child’s education
• The results of your child’s initial evaluation or most
recent evaluation
• The academic, developmental and functional
needs of your child.
Careful consideration of each of these factors by the IEP team
leads to the development of a statement about your child’s
present levels of academic and functional performance. Your
concerns as a parent should be considered as important as
TRANSITION
the school’s concerns and information. You should provide a
written statement of concerns about your child’s academic,
developmental and functional needs to help ensure that the IEP reflects your input.
For example, if your child is struggling with homework each night or experiencing
difficulties participating in activities such as after school clubs or sports, include these
as concerns that should be addressed.
ASSESSMENT
PARTICIPATION/
ACCOMMODATIONS
Additional Resource
A thorough discussion of
behavior plans and the
assessment required to
develop such plans is beyond
the scope of this guide.
However, if your child’s
behavior is interfering with
learning, be sure to become
familiar with this process and
ask the IEP team to address
behavior as part of your child’s
functional needs. Start by
reviewing the information
in the publication, IEP Team’s
Introduction To Functional
Behavioral Assessment And
Behavior Intervention Plans,
available at http://cecp.air.
org/fba/default.asp.
As noted above, IDEA 2004 adds a new requirement that the IEP must take into
consideration the “academic, developmental and functional needs” of your child. This
allows the IEP team to broaden what it might consider important for your child’s IEP
beyond academic performance and include needs associated with other important
aspects of your child’s performance. Developmental and functional needs can include
areas such as social skill development, behavioral problems and attentional issues
– all areas of development that can have significant impact on your child’s academic
performance. Your child’s participation in extracurriculum and other nonacademic
activities should also be considered.
Special Factors. Next, the IEP team must consider a list of “special factors” that might
require additional elements in the IEP. These factors are:
• T he use of positive behavioral interventions and strategies to address a
child’s behavior that gets in the way of his or her learning or that of others
• The language needs of a child with limited English proficiency
• Instruction in Braille for a child who is blind or visually impaired
• The language and communication needs for a child who is deaf or hard of
hearing
• The need for assistive technology devices and services for all children with
disabilities (e.g. special computer software, calculators, audio books).
For example, if the IEP team feels that a student’s behavior is interfering with learning,
the team should develop a behavior intervention plan. The behavior plan must be based
on an assessment of the student’s behavior so that interventions can be developed to
address the specific behaviors of concern. (See additional resource at right.)
39
Present Level of Performance (PLOP). Next, the IEP team develops a statement describing your child’s present levels of
academic and functional performance.
This statement should be drawn from a variety of information and data, including information provided by you. The
PLOP must include information on how your child’s disability affects his or her involvement and progress in the general
education curriculum. The PLOP establishes the starting point, or baseline, that will be used to develop the IEP’s measurable
annual goals, so it’s important that objective information such as recent test scores and other evaluation data be included
in this statement.
Examples of inappropriate and appropriate present level of performance statements (PLOP):
Inappropriate: Susan is not progressing adequately in the second grade reading curriculum.
Appropriate: Susan is reading 15-20 words per minute (WPM) with three to eight errors in second grade material.
She reads slowly with inaccurate decoding skills.
Measurable Annual Goals. Next, the IEP team develops a set of measurable annual goals, including academic and
functional goals. The goals must be designed to meet your child’s needs that result from his or her disability. Additionally,
the goals must enable your child to be involved in and make progress in the general education curriculum. These goals
should be written only for areas of need that arise from your child’s disability. These are not goals for your child’s total
education program (unless all areas are affected). Goals must be measurable and must relate directly to the information in
the PLOP.
Examples of inappropriate and appropriate annual goals:
Inappropriate: Susan will improve her decoding skills and reading speed.
Appropriate: Susan will read 80 words per minute (WPM) with zero to two errors in second grade material.
Short-term Objectives. For students with significant cognitive disabilities who participate in district and state-wide testing
via alternate assessments based on alternate achievement standards, each annual IEP goal is also broken down into shortterm objectives – measurable intermediate steps between the baseline (as described in the PLOP) and the annual goal.
hile the requirement for short-term objectives for all other students was eliminated in IDEA 2004, some states may
W
choose to continue to require such interim steps as part of annual goals.
Progress Reporting. Next, the IEP team will describe how your child’s progress toward meeting the annual goals will be
measured and reported to you. This description must include when you will receive regular progress reports. For example,
progress reports can be issued quarterly, at the same time that report cards are sent home to all parents.
Reports of progress toward annual goals should involve objective measures – such as results gathered by curriculum based
measurement and standardized tests – and should not rely on any one single measure. A combination of measures will
best document your child’s progress and show if the special services are meeting your child’s needs. Teacher observation
and grades alone are not appropriate measures of student progress.
Services/Programs. Next, the IEP team must develop a statement about the special education (specially designed
instruction), related services and supplementary aids and services that will be provided to your child, or to someone else in
order to address the needs of your child.
The proposed special education services, related services and supplementary aids and services must enable your child to:
• Advance appropriately toward reaching the annual goals
40
• B
e involved in and make progress in the general education curriculum, extracurricular and other nonacademic
activities
• Be educated and participate with children who do not have disabilities.
The statement of special education services must include specific information such as:
• Dates (date services will begin and end – generally one year)
• Frequency (how often the services will be provided; for example, the number of times each day or week and the
minutes or hours that will be provided each time)
• Location (where the services will be provided; for example, in a resource room)
• Duration (the period of time each service will be provided).
This statement of special education services is the school’s commitment of resources to your child that will allow him or her
to reach the measurable annual goals developed by the IEP team.
IDEA 2004 adds an important new requirement:
The IEP team’s choice of special education and related services must be guided by peer-reviewed research whenever possible. In other words, instructional programs and other services should be supported by strong
evidence of effectiveness that has been determined through scientifically-based research. This is particularly important when determining instructional programs to address reading difficulties since there is a robust body of research showing the effectiveness of an array of reading programs, also known as “methodologies.”
You should ask whether the school has any scientifically-based research to support the instructional program or methodology that is proposed for your child, including evidence of its effectiveness. This applies not only to instructional programs to address academic needs, but also to the programs chosen to address behavioral or other identified areas. Schools should be able to offer a variety of instructional approaches – not simply one approach
that is used with all students who have a particular learning problem or disability.
Unfortunately, sometimes there is a “disconnect” between the goals to be achieved and the frequency, location and
duration of the services your child is to be provided. You should be certain that the frequency of the proposed services
is adequate to meet your child’s needs and will result in reaching the annual goals. Addressing your child’s academic
difficulties in a timely manner is essential if he or she is expected to participate in the grade-level general education
curriculum.
Participation in General Education. The IEP team must describe how much time your child will spend outside of the
regular education classroom and away from students who do not have disabilities. This requirement is designed to protect
your child’s right to be educated in the least restrictive environment as required by IDEA.
Your child should have full access to the general education curriculum regardless of where he or she receives special
education and related services. If special education services, such as reading instruction, will be provided in a separate
location such as a resource room, be sure to ask what will be happening in your child’s general education classroom during
the time your child will not be present to make sure your child won’t be missing valuable classroom instruction.
Accommodations and Assessment Participation. The IEP team will develop a statement about any individual
accommodations that your child should use while taking state and district-wide tests, or assessments, including tests
required by the No Child Left Behind Act (NCLB). This statement will also say whether your child will participate in the
regular assessment or in an alternate form of assessment.
Take time to understand the particular tests or assessments that your child is expected to take, including the content of the
test, how it will be presented, the response format (e.g. multiple choice, essay), and the administration (setting and length).
You should also fully understand the decisions that will be made regarding your child based on the assessment scores,
such as moving on to the next grade (grade promotion) or graduation.
41
Make sure that decisions regarding accommodations for state and district-wide assessments are made carefully and are
based on your child’s individual needs – and not on his disability category.
Accommodations for classroom instruction and classroom tests may differ from accommodations allowed on state
assessments. All accommodations and the settings for which they are intended should be included in the IEP.
You may find that an accommodation your child has been using in the classroom and on classroom tests is not allowed
by state guidelines during state testing. Use NCLD’s Parent Advocacy Briefs on Assessment Options, Assessment
Accommodations and High Stakes Testing available at www.LD.org/ParentBriefs to learn more about these important
aspects of your child’s IEP.
Transition. Beginning when your child is turning age 16, IDEA requires that the first IEP that will be in effect must also
include plans for your child’s successful transition from high school to postsecondary education or employment. This
important process includes adding new members to the IEP team and developing appropriate measurable postsecondary
goals. Transition planning required for students 16 and older is discussed in detail in Chapter 8.
Use the IEP Meeting Planner on page 94 and IEP Meeting Conversation Stoppers on page 100 for additional
assistance with planning and negotiating your child’s IEP.
Finalizing the Initial IEP
After the IEP team has developed the initial IEP for your child – that is, the first IEP following the eligibility decision – you
will be asked to sign the IEP, along with all other team members. Your signature serves as your informed consent for the
school to begin to provide special education services to your child. Services should begin as soon as possible once the IEP
is finalized.
You don’t have to sign the IEP at this meeting. If you want to review the IEP first, ask to take it home before you sign it. This
allows you time to thoroughly review the proposed IEP. You can use the
IEP Checklist on page 104 to make sure your
child’s IEP contains all the required elements.
The proposed IEP will likely include several annual goals and the services that will allow your child to achieve those
goals. You may agree to all or some of the proposed services, programs or placements. If you decide to accept the IEP as
proposed, indicate that you accept by signing the IEP.
• If you accept only parts of the proposed IEP, indicate which items you agree to have provided and which items
you wish to dispute. You should also provide a written explanation of your disagreement and ask that it be
included as an addendum, or addition, to the IEP document. A second IEP meeting may be scheduled to try to
work out the items in dispute, or you can use the dispute resolution options discussed in Chapter 11.
• If you refuse to accept the proposed IEP entirely, indicate your disagreement on the IEP form. You might be
asked to sign the IEP to indicate your attendance or participation at the IEP meeting, which does not indicate
your agreement. Be sure that your signature clearly indicates only your attendance if you do not consent to the
proposed IEP. At this point, you are free to use the dispute resolution options discussed in Chapter 11.
• If you refuse to allow your child to begin to receive the proposed special education services, the school cannot
begin delivery of initial services and is not required to provide a free appropriate public education, as required by
IDEA, to your child.
• You should be given a complete copy of the final IEP (at no cost to you).
42
Changing an IEP
fter the initial IEP is finalized or later IEPs are agreed upon (usually annually), IDEA 2004 provides new ways that
A
parents and schools can make changes they agree upon:
• Once the annual IEP team meeting has taken place, schools and parents are allowed to amend or change the IEP without holding another meeting of the full team.
• A
t minimum, you should recieve a copy of the IEP changes in writing.
If the changes are made in this manner, all members of the IEP team must be made aware of the changes and their
responsiblity in implementing the changes.
While these new provisions make it more convenient for both parents and schools to make IEP changes, you should be
cautious about using this approach to changing your child’s IEP. Minor changes involving such things as accommodations
can be easily revised this way, but significant revisions such as changes in the services, the frequency of those services, and
how behavioral or disciplinary issues are addressed are reasons to have a full IEP team meeting. When making IEP changes
without a team meeting, you should make sure that the school representative making the change(s) is authorized to do so
by the school district. Parents are free to request an IEP meeting at any time, and requests should always be made in writing.
Access to IEPs
Your child’s IEP contains highly confidential information and schools are required to limit access to confidential student
educational records, including IEPs. However, IDEA makes it clear that your child’s IEP must be accessible to each person
responsible for its implementation – this includes all regular education teachers, special education teachers, related service
providers, and other service providers who are involved in the services to be delivered to your child. So, expect that access
to your child’s IEP will be restricted, but also make sure that every person involved in your child’s educational program is
made aware of the IEP and their role in its implementation.
The Annual IEP Review
After your child’s initial IEP is developed and you have provided informed consent for the school to begin delivering special
education services, the school is required to review and revise (as needed) all IEPs at least once each year. This annual IEP
review will follow the same process as your child’s initial IEP. Specifically, the annual IEP review will focus on:
•
•
•
•
Any lack of expected progress toward the annual goals as well as progress in the general education curriculum
The results of any reevaluations conducted according to the requirements described in Chapter 5: Evaluation
Information that you provide about your child
Any additional information such as your child’s performance on state and district assessments.
As required in the development of initial IEPs, your child’s general education teacher must participate in the review and
revision of the IEP.
Signing Annual IEPs. IDEA does not require parents to sign annually updated IEPs – informed parental consent is required
only for the school to begin the initial delivery of special education services. However, it is common practice for all IEP team
members to sign, primarily for the purpose of verifying their participation. The school district is obligated to provide the
services in an IEP once initial parental consent is obtained. Parents can withdraw their consent for services at any time, as
stated in the Procedural Safeguards notice (see Chapter 4).
While IDEA requires that your child’s IEP be reviewed at least once per year, both you and the school district are free to
request more frequent IEP meetings to address issues and concerns.
43
When you move
New provisions in IDEA 2004 are intended to ensure that your child’s special
education program continues without interruption when he or she moves to a
new district either within the same state or to another state.
• Moving Within the Same State. If your child is changing school districts
within the same state, the new district must provide the same or comparable
services as those listed in the previous IEP until it either formally accepts
the previous IEP or develops and implements a new one according to the
process described in this chapter.
oving from One State to Another. If your child transfers between
• M
states, IDEA 2004 requires that the new district must continue comparable
services until it
• C
onducts an evaluation of your child, if necessary. For example,
the new school may request permission to conduct an evaluation
to obtain more current information about your child’s level of
performance
• D
evelops a new IEP, if appropriate, that is consistent with federal and
state laws. For example, since states may have laws that govern IEPs
in addition to the federal laws, developing a new IEP that meets the
state’s requirements may be in order.
IDEA
Toolkit
Tools for Chapter 7
Sample Letter
Regarding IEP Team
Member Excusal
(Page 93)
IEP Meeting Planner
(Page 94)
IEP Meeting
Conversation
Stoppers (Page 100)
IEP Checklist for
Parents (Page 104)
Transfer of Records. Both the old and new schools are required to take reasonable
steps to ensure that your child’s IEP is promptly transferred, as well as any
documentation related to special education, related services and other records. To best
ensure that special education services start promptly at the new school, you should
get a copy of your child’s records before moving and provide these records to the new
school when you enroll your child.
44
Parent
Perspectives
Why My Son Attended His Own IEP Meetings
My son Jay was identified with multiple learning disabilities when he was just a toddler. When he was admitted to a
school in New York for special education students, no one knew whether he could ever learn to read. I do not know where
in his soul he found the drive and motivation, but he learned to do what many people said could not be done – he learned
to read at age nine.
Jay’s school was filled with specialists who custom tailored his classes to meet his special needs. But then came the greater
challenge. Could he learn subjects such as history, literature, and foreign languages in a regular classroom?
When Jay arrived in a regular middle school, he had compensation strategies thanks to successful early intervention. But
his new regular classroom teachers did not know about strategies that would be appropriate for him. They were untrained
and unaccustomed to his special needs.
Jay’s accommodations were written into his IEP, but the school staff and district administrators refused to read them. So,
it was perhaps not surprising that they discouraged Jay from attending his own IEP meetings. Administrators told Jay
that he needed to work harder in class and needed the meeting time for coursework. And they told me that he would be
traumatized by the reports about himself from the IEP team.
As his parent, I felt that Jay needed to attend every IEP meeting. If he was going to understand what was happening in
his education, he had to be part of the process. I couldn’t imagine a successful IEP without his buy-in. He had a far better
understanding of what was really going on because he was in the classroom.
At one of his IEP meetings, the staff asserted that Jay had made so much progress that he no longer needed an IEP, and
that he should be found ineligible for special education services. They were basing this partly on a recent 6th grade
standardized test score. There wasn’t much logic to their argument.
The staff asserted that Jay got 100% on a recent spelling test. This was important because we had heated controversy
about whether Jay’s IEP should require un-graded spelling due to his learning disability. The staff argued that Jay should
be graded on his spelling in light of his remarkably high reading comprehension score on the recent standardized test
– even though the score was inconsistent with Jay’s history and with other recent scores.
Then, quite unexpectedly, my son spoke up. He softly explained that the 100% was actually ten words on a quiz that
was a make-up – hardly a breakthrough score. This was also inconsistent with his personal educational history. More
importantly, he then explained why his reading comprehension score on the standardized test was so high. Jay said that
he never actually read the paragraphs that were included with the test!
Never read the paragraphs?
Well, the paragraphs were about the terracotta warriors in X’ian China. Coincidentally, we had toured these same warriors
in person, five years earlier. The paragraphs were too long to bother with, Jay explained, so when he realized they were
asking about the warriors he had already seen, he just answered the questions based on his prior knowledge. So, Jay
spent his entire time (including his extended time) answering the multiple-choice questions. He reported they were easy
questions: What were the warriors used for? (For defense) Were they alive? (No, they were in a tomb) What was special
about them? (No two are alike). Jay knew most of the answers, guessed the rest, and voila – high score!
If Jay had not been at that meeting, the school would have used those two test scores to end his special education
services. By speaking up, my son set the record straight and saved his own eligibility.
- Ilise from New Jersey
45
Parent
Perspectives
Tips for School Meetings
I am the father of two special needs children. My older child has a smorgasbord of attributes that interfere with learning,
including emotional, behavioral and specific learning disabilities. I have specially designed armor I wear when attending
any school meeting for him. I am also an educational advocate for foster children, attending intervention meetings
almost daily.
Over the years, I have learned much about the way schools operate, and how different each school’s attitude is regarding
educating atypical learners. They all talk a great game (as required by law), but some are better at practicing what they
preach.
Schools are under-funded, over-crowded, and over-burdened with changing rules, cryptic regulations and mountains of
paperwork. I try to accomplish what I need with honey-coated negotiating skills. However, if I have to turn into PAPA-BEAR
to get what my child needs – so be it. I never forget – I am an equal-say partner at any meeting and the only one sitting
around the table who tucks my child in at night.
When I first began protesting that one of my son’s needs was not being addressed, I was amazed when the educators
turned to me and asked, “So, what would you suggest?” I quickly learned to have suggested interventions ready and
know what the laws stipulate. I also learned to ask the educators sitting around the table to help think of non-traditional
interventions. I respectfully point out that they are the ones with the training, education and years of experience.
Conversely, I never blindly accept what is told to me without questioning and understanding the implications and
ramifications. If I have to stop a meeting for clarification one or ten times – so be it.
Take notes during the meeting. Often people change, revise or deny what they have said earlier. If you’ve written it down,
you can refer back to what is being said during and after the meeting. Don’t count on the official note-taker. If I want to
make a point or if I have an un-addressed need, I state that I want this reflected in the notes. Also, have the notes read
aloud at the end of the meeting. Make sure you agree with what they state has transpired, and get a copy of everything.
Keep it in a file that you bring to any follow-up meetings.
Discover what frustrates your child at school by asking him/her directly, and address these in the school meeting. Ask
specific (not general) questions, such as, “Is it hard for you to finish when the teacher asks you to copy information from
the board onto your paper?” “How do you feel during a test? Are you able to finish with no problem?” “How noisy is your
class?” “What is your favorite subject?” You may be surprised by some of the answers.
Remember, you are a vital part of the decision-making committee. Don’t be intimidated by educators who want to “tell”
you what will be done or say, “We can always make changes later.” It’s easier to get it done right the first time. Don’t let
them rush through an IEP meeting because another one has been scheduled. This is a one-year contract you are signing
and it deserves the time and consideration needed for you to understand and agree with what is in writing.
- Jody from Georgia
46
8
Transition
Planning your child’s future success
Who is this for?
This chapter is for middle school and high school students and their parents. It provides
important information about the transition services that must be a part of IEPs for all
students with disabilities who are age 16 or older.
Transition planning is crucial to students’ success after high school. Because students with
disabilities often experience limited success after leaving high school, many new IDEA 2004 provisions seek to
improve transition planning so that students with disabilities can be more successful in their adult lives.
All too often, parents fail to take an active role in their child’s transition planning. Parents can take an active role
by working with the school to plan the supports and services that will lead to success. Parents can also help their
children to define goals and aspirations for life after high school. Both parents and students need to make sure that
transition planning starts early enough for adequate preparation, which is frequently well before IDEA’s mandatory
age of 16.
Functional skills: As used in this chapter, functional skills are those needed for independent living, such as cooking, shopping, working with or managing money, using public transportation, and knowing how to be safe at home and in the community.
Postsecondary education: Formal education or training beyond high school, including college, university, vocational school and trade school.
Courses of study: Middle and high school course work (or classes) that lead to certain types of diplomas and/or are required for postsecondary education.
Transition services: A coordinated set of activities that:
•
•
•
Improves the academic and functional skills of the student in order to facilitate the student’s movement from school to post-school activities such as postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation
Is based on the individual student’s needs, taking into account his or her strengths, preferences and interests
Includes instruction, related services, community experiences, the development of employment and other post-
school adult living objectives and, when appropriate, the acquisition of daily living skills. Transition services often include a functional vocational evaluation.
Summary of performance: A summary of the student’s academic achievement and functional performance that includes recommendations to assist the student in meeting his or her postsecondary goals (details later in this chapter).
Vocational Rehabilitation Agency: A publicly funded state agency that provides direct and indirect services to youth with disabilities as they transition from school to work, in order to maximize their employability, independence and integration into the workplace and the community..
Vocational rehabilitation (VR): a set of services offered to individuals with disabilities designed to enable participants to attain skills, resources, attitudes, and expectations needed to compete in the interview process, get a job, and keep a job.
Transition •
47
In Chapter 7: Individualized Education Program, you learned about partnering with school staff to plan your child’s
educational program. This chapter discusses the transition services that are a required part of every student’s IEP upon
reaching the age of 16.
Transition services must be included in the first IEP that will be in effect when a student turns 16. So, this generally means that you should begin to include transition services in the IEP that is prepared when your child is 15. However, IDEA 2004 also makes it clear that IEP teams are free to begin planning at an earlier age if the team considers
it appropriate to do so. Many students with learning disabilities need to start their transition planning in middle school
because they may need to take specific classes or courses of study to keep them on a path to achieve their postsecondary
goals. As full and equal partners in the IEP team, you should advocate for transition planning for your child at an early age
and ensure that services in the IEP directly support postsecondary goals. Check to see when your state policies recommend
starting transition planning.
Expanding the IEP Team
Under IDEA 2004, schools continue to be responsible for bringing in representatives from other agencies, such as
vocational rehabilitation agency or postsecondary education, to be part of the planning for transition services, with the
consent of the parents or the student who has reached the age of majority. Your IEP meeting notice must indicate the
individuals from other agencies who have been invited to attend your child’s IEP meeting. If you feel that the school is not
including appropriate representatives to help with transition planning, be sure to let the school know.
Beyond simply participating in your child’s IEP, these agencies may also be responsible for the delivery of some of the
needed transition services. To ensure that transition services are provided, IDEA 2004 makes it clear that if these agencies
do not provide the services for which they are responsible, the school must find alternative ways to meet the transition
objectives for your child.
In addition to other agency representatives, IDEA requires that your child be included in the IEP meeting when planning for
transition services begins. If your child can not or does not attend the meeting, IDEA requires that the school district take
other steps to ensure that his or her preferences and interests are considered in the planning of transition services.
Don’t forget that your child can be part of the IEP team long before transition planning begins. You and the school should
work together to determine the best time to begin including your child as part of the team.
Requirements for Transition Planning
The IEP team must develop appropriate, measurable postsecondary goals based upon age-appropriate transition
assessments related to training, education, employment, and, where appropriate, independent living skills. There are ageappropriate transition assessments such as personal interest inventories that could be given to your child to help identify
his or her individual special talents and interests.
In developing your child’s transition goals, the IEP team (including your child) must determine what instruction and
educational experiences will help prepare him or her for a successful transition to life after high school. Once the goals are
developed, the IEP team must then develop a statement of the transition services, including courses of study, needed to
assist your child in reaching those goals.
IDEA requires states to provide special education services to eligible
students until they either graduate with a regular diploma or exceed the age
limit established in IDEA (reaching age 22) or by your state law. Students receiving
diplomas other than a regular diploma are entitled to continue to receive services
under IDEA until exceeding the age limit. The IEP team decides when it is
appropriate for a student to exit special education.
Transition •
48
The statement of transition services should relate directly to your child’s
postsecondary goals, and should:
•
•
•
•
Define every activity that must occur
Identify who has primary responsibility for each activity
Specify the dates and order that each activity will begin and end
Motivate your child to complete his or her education and minimize the risk of dropping out prior to graduation.
Use the Transition Considerations Checklist on page 105 to help plan transition goals and services.
Coming of Age
Another important aspect of transition planning is the requirement to notify your
child one year before he or she reaches the “age of majority” under state law (18 years
of age in most states). At that time, the IEP must include a statement that your child
has been informed of his or her rights under IDEA (if any) that will transfer from you to
him or her upon reaching that age.
This is an important event in the life of a student. Under state laws, when your child
reaches the age of majority, he or she is presumed to be capable of making his or her
own decisions – including educational decisions. That does not mean that you cannot
continue to be involved in your child’s education. It just means that, by law, schools
must respect the educational decisions of every adult student, unless that person has
been determined to be incapable of making decisions.
The rights that will transfer from you to your child upon reaching the age of
majority include:
•Notification of meetings
•Notification and consent for evaluation
•Selection of participants who attend IEP meetings
•Approval of the contents of the IEP.
For those students who may be found legally incompetent and unable to make
important life decisions, schools should provide parents with the information
necessary to establish their child’s legal incompetence and begin guardianship
proceedings with local district courts.
Additional Resource:
The National Center on Secondary Education and Transition offers more
information about this important topic in its publication, Age of Majority:
Preparing Your Child for Making Good Choices available at
http://www.ncset.org/publications/viewdesc.asp?id=318
How Parents and
Schools Can Prepare
Students to
Understand Their
Rights
• Students should understand
their disability and be able to
advocate for themselves.
• Students should understand
why they receive special
education services.
• Students should receive
written and oral notification
of meetings.
• Students should be notified
of changes in placement
with explanations of why
those changes occurred. This
notification should be in the
communication mode best
suited for each individual
student.
• Students should participate
and assist in the IEP meetings.
• Students should receive
explanations of the type and
purpose of all evaluations.
• Students should be involved
in the interpretation of test
results.
• Students should be given
the opportunity to review
their educational records.
• Students should know their
rights under Section 504
of the Rehabilitation Act of
1973 and the Americans with
Disabilities Act.
• Students should participate
in self-advocacy and selfdetermination training.
Transition •
49
Moving On
IDEA 2004 made an important change to the requirement for reevaluations when terminating special education services. Reevaluations were generally
required in order to determine that special education and related services are no
longer needed. Now, under IDEA 2004, when a student graduates with a regular
diploma or reaches the maximum age for receiving special education services as set
by the state (turning 22 years of age in most cases), the school district is not required
to perform a reevaluation. Instead, the school district must now provide a summary
of the student’s academic and functional performance. This summary of performance
must include recommendations for helping the student meet his or her goals after
high school.
The summary of performance is a description of your child’s academic achievement
and functional performance that includes recommendations to assist him or her
in meeting postsecondary goals. The summary may include the information and
documentation of your child’s abilities and disabilities that will be necessary to access
supports and services in post-school activities, such as higher education. It should
provide specific, meaningful and understandable information to your child, your
family, and any agency, including postsecondary schools, that may provide services to
your child after high school.
IDEA
Toolkit
Tools for Chapter 8
Transition Considerations Checklist (Page 105)
Summary Of Performance Checklist (Page 106)
Your child will want to check with the Disability Services Office at postsecondary
schools and with community services agencies to identify any specific information or
documentation needed to qualify for support services.
While schools are not required to conduct any new tests or evaluations in order
to provide the summary of performance, you and your child should work with the
school so that the information provided will be adequate to satisfy the disability
documentation required to qualify him or her as a person with a disability under
other federal laws such as the Americans with Disabilities Act and Section 504 of the
Rehabilitation Act of 1973.
The IEP team should discuss what needs to be included in your child’s summary of
performance prior to termination of special education services. You should bring up
this topic if it has not already been addressed by the IEP team. It is important to ensure
that the information provided in the summary will satisfy any requirements connected
with your child’s post-school goals. You and your child should specifically request any
needed information that is not provided.
Use the Summary Of Performance Checklist on page 106 to review the summary proposed by your child’s school. The specific information that must
be included in your child’s summary of performance will vary state by state, so be sure
to become familiar with your state’s requirements by contacting your Parent Training
and Information Center.
Transition •
50
Parent
Perspectives
Setting Goals and Planning for the Transition to College
My son, Sal, is a high school senior just outside of New York City. He was first identified at the age of four as a child with a
significant language disorder, and then later, as a student with a learning disability and a stuttering disorder. A large part
of his current success is related to transition planning, which has helped him gain the academic, emotional and social skills
necessary for attaining his goals.
I believe that setting goals for the future should start whenever a child with learning disabilities first communicates his
or her frustrations, disappointments and helplessness in school. For us, that moment occurred when Sal was in the third
grade. As we were outside enjoying the sunshine, he turned to me and said that he hated his brain because it didn’t do what
he wanted it to do. That began a very open and honest conversation about learning differences. I reassured him that he
would find, with the help of the school, his family and all those that loved him, different ways to learn and succeed. From
that day forward, we;ve had frequent conversations about his learning differences.
I have involved Sal in all aspects of his education. In the seventh grade, I invited him to attend his first Annual Review and sit
as a member of the Committee on Special Education, designated by New York State. This multidisciplinary team determines
a student’s abilities and needs and implements an appropriate IEP for eligible students. This first meeting for Sal served as a
confirmation that he did have a learning disability.
Attending subsequent meetings allowed him to see how the system worked, find out who was on his “team” and learn
how the committee decided on his specific IEP and accommodations. By the time he was in the tenth grade, Sal not only
embraced and “owned” his learning disability, he demonstrated confidence and self-assuredness in his ability to request
needed support. He understood the process.
Over the years, Sal has benefited from a number of accommodations and program modifications. In ninth grade, his
resource room teacher noticed that he performed better if test questions were read to him and/or rephrased. Double time
ensured even better success. These and other testing accommodations made a tremendous difference in the ensuing
school years.
Preparing for the SATs was a big challenge. Although we enrolled Sal in a well-recognized preparatory course, our request
for testing accommodations was a first for them. They could not accommodate double time, but they did accommodate
time and a half. For six weeks, he took practice SATs with accommodations. When necessary, questions were read out loud
to him.
With the help of his school guidance counselor, Sal applied for testing accommodations for the real SAT according to The
College Board requirements. The College Board allowed him to take the test over two days. He tested by himself and, when
necessary, questions were read to him. He took the SATs twice. Sal’s efforts to achieve an acceptable score were tremendous.
Passing the English regents exam for graduation was no easy task either. Sal spent additional time working with his English
and resource room teacher to prepare. Then one day, he called me from school, almost in tears. He had received a passing
score of 80!
During our transition planning, Sal learned to own his learning disability, to embrace it, to not be embarrassed of it, to
succeed in spite of it and to feel special. And now, this spring, Sal will be graduating from high school with an advanced
regents diploma. For this distinction, he had to take a more comprehensive course load and pass eight regents exams. In
the fall, Sal will be attending college and playing football on the school team. Here is how he concluded his college essay:
“Special education has actually taught me to think out of the box, to go beyond the conventional way of learning, and to
find my strengths. To my peers but more importantly to myself, I have proven that I have the ability to overcome challenges.
Special education should not be a limitation; it is a jumping point to an endless world of life’s lessons. Individuals with
special needs are just different; no better, no worse – just different.”
- Monica from New York
Transition •
51
Parent
Perspectives
Tools for the High School Student with Learning Disabilities
Our daughter Hillary was in the fifth grade when she was originally diagnosed with a language disability. It wasn’t until
she was a freshman in high school that her disability was given a name: Aphasia. Hillary’s Aphasia is both expressive and
receptive, meaning that reading, writing, processing information and speaking are all more laborious tasks for her than
for other students. At the time of the diagnosis, doctors told us that college was an unrealistic aspiration for Hillary.
Hillary’s strong work ethic got her through two difficult years of junior high school. It was clear from the beginning of high
school, however, that it was going to take more then hard work and determination to keep Hillary’s self-esteem and desire
to succeed intact. The increased work load and more complicated subject matter meant hours of studying every night.
The results were barely passing grades and a student who was left feeling defeated and worthless. Although Hillary had
an Individualized Education Program, neither she nor I were savvy enough to take full advantage of what it offered.
We are very fortunate to live in a school district that offers an innovative high school program called LEAD, an acronym
which stands for learning and educating about disabilities. This program, which is unique to Cheyenne Mountain
High School in Colorado Springs, is under the direction of the school’s Special Education Department Chair. LEAD is
an accredited class made up of college-bound students with learning disabilities and AD/HD. During class time, LEAD
students learn about disabilities and their legal rights as students with disabilities. They also learn that self-knowledge and
self-advocacy are powerful tools for the student with LD and AD/HD.
The LEAD curriculum includes opening up the students’ cumulative folders so they can examine and understand their
own test scores and assessments. This information helps them support their requests for the accommodations and
modifications they might be entitled to. Students learn about their legal rights under the Individuals with Disabilities
Education Act and how to actively participate in their own IEP or 504. LEAD students learn not to rely on teachers and
parents to advocate for them. It is a responsibility they take on themselves.
During the course of Hillary’s four years as a LEAD student, she developed the habit of writing letters to each of her
teachers at the beginning of the semester. These letters explained her disability, what accommodations she needed and
why. Accompanying the letter were articles on Aphasia she had found on the Internet. Hillary educated teachers about her
disability and they not only accepted her need for accommodations, but encouraged her to use them.
LEAD provided a niche for Hillary, a place where she could be accepted and understood. In addition, it taught her to focus
on her strengths. One of LEAD’s most important lessons is that a learning disability has nothing to do with intelligence.
As Hillary’s confidence and self-esteem grew, she became more successful at dealing with academic challenges and
graduated from high school with an enviable grade point average.
Since its inception, 95% of the high school’s LEAD students have gone on to college. Hillary is now one of those students. In
spite of dire predictions from well-meaning professionals, Hillary is currently a freshman at a four-year college. Each day is
a challenge, but the lessons of LEAD have served her well. She confidently explains to each of her college professors about
her disability and how if affects her. She does not hesitate to use the accommodations that she knows she is entitled to.
Hillary finished her first semester of college with grades that anyone would be proud of.
Although LEAD is unique to Cheyenne Mountain High School, it is my hope that some day all schools will offer a similar
program that will teach students with learning disabilities the crucial skill of self-advocacy and the importance of selfknowledge. It takes commitment from administrators, parents and teachers, but all students with learning disabilities and
AD/HD should be given the necessary tools for success, both in college and in life.
- Salle from Colorado
To learn more about the LEAD program, visit www.leadcolorado.org.
Transition •
52
9
Students in Private Schools
Understanding your child’s special education options
Who is this for?
This chapter is for parents who have a child attending private elementary, middle or high
school or who are considering moving their child from public school to private school.
IDEA 2004 includes new provisions to ensure that students in private elementary and secondary schools have access to special education services. It also includes strict
requirements to follow when moving an IDEA-eligible student from a public to a private
school.
Parents should understand the obligations of their local school district as required by IDEA so they can be sure their
child is receiving services to the maximum extent allowed. Parents considering moving a child who is receiving
special education services from a public to a private school need to understand the legal requirements involved in
making such a move if they intend to ask the school district to pay for the private school.
Free Appropriate Public Education (FAPE): Special education and related services that are provided at
public expense, under public supervision and direction, and without charge to the parent, and that meet the
standards of the state education department. Special education and related services must be provided in
conformity with an Individualized Education Program (IEP) as required by IDEA.
The obligations and responsibilities of a local public school district to students with disabilities in private schools vary
depending on how the students were placed in the private school. Students with disabilities who are in private schools will
fall into one of the following three categories:
1. S tudents with disabilities placed in private school by their parents prior to being found IDEA eligible (called
“Parentally-placed private school children with disabilities” in IDEA)
2. S tudents with disabilities placed in private school by their parents after being found IDEA eligible (called
“Unilateral private placement” in IDEA).
3. Students with disabilities placed in private school by the public school district
1. Students with disabilities placed in private school by their parents prior to being found IDEA eligible
(Parentally-placed private school children with disabilities)
This term refers to students whose parents have enrolled them in a private school, including private religious schools.
Students in this category have not been previously found eligible for special education services.
Students in Private Schools •
53
When either the student’s parent or the private school requests an evaluation, the school district where the private school is located is responsible for conducting the evaluation (as discussed in Chapter 5) and for determining if the
student is eligible for special education services (as discussed in Chapter 6). The school district where the private school is
located is also responsible for conducting reevaluations of eligible students.
For those students found eligible, the public school district where the private school is located may provide special education
and related services. However, unlike students enrolled in public schools and public charter schools, eligible students in
private schools are not entitled to a free appropriate public education. In other words, students enrolled in private schools by
their parents do not have the same right to special education and related services as students enrolled in public schools.
Students in private schools who are found eligible for services under IDEA also have the option
of enrolling in a public elementary or secondary school in order to receive full access to special
education and related services. In such cases, the school district where the student resides is
responsible for developing an initial Individualized Education Program (IEP) through the
process described in Chapter 7. If the parents have made it clear that they do not intend to
enroll their child in the public school, the school district is not required to develop an IEP.
For every eligible student in private school who has been designated by the school district to receive special education
services, the school district is required to formulate a “services plan” describing the specific special education or related
services being offered. The school district must develop the services plan with a representative of the private school. However,
the school district is responsible for determining the number of private school students who will be served each year based
on funding requirements of IDEA and for making the final decisions about all aspects of the services being offered.
The amount of funds the school district must spend on providing services to private school students is controlled by a
funding formula specified in IDEA. IDEA outlines a process for determining the amount of funds the district must spend on
special education or related services for eligible students in private schools.
Special education and related services may be provided to private school students on the premises of private schools,
including religious schools, or at a public school. Services can be provided by school district personnel or through
contracts by the school district with other individuals or agencies.
Public school districts are now required to actively engage in consultations with private schools and parents of private school students regarding several topics, including:
• Child find (activities related to identifying children who may need special education)
• F unding (how the district will determine the amount of its funds that it will spend on services for students in
private schools, how the services will be portioned out to eligible students and, if there are insufficient funds to
serve all eligible students, how and when these decisions will be made)
• Provision of services (how, where and by whom special education and related services will be provided).
In addition to these new consultative activities required under IDEA 2004, private school officials now have the right to file
a complaint with state education officials if they feel that the local school district did not engage in these consultations in a
meaningful and timely way.
2. Students with disabilities placed in private school by their parents after being found IDEA eligible (Unilateral
private placement)
Sometimes the parents of a child who is receiving special education at a public school decide to withdraw their child from
the public school and enroll him or her in a private school. In such cases, the student is eligible for the provision of special
education services at the private school as described in the first category above.
54
However, if the parents have moved their child for the purpose of obtaining what they consider to be more appropriate
special education services and plan to request the public school to pay for the private school tuition, IDEA provides a rigid
set of requirements that parents must follow.
If parents choose to place their child in a private school without the school district’s agreement, any opportunity to be
reimbursed by the school district for the cost of the private school will be severely limited unless the parents provide
written notice to the school before removing their child from the public school. Parents who might consider seeking
reimbursement for private school tuition should seek additional information from a special education expert to be
certain they provide adequate notice to the public school. Contact your state’s Parent Training and Information Center for
additional information.
3. Students with disabilities placed in private school by the public school district
From time to time, school districts, along with parents, may determine that a student’s need for special education
programs and services can only be met by placing the student in a private school. This decision is part of the IEP process
and is arrived at after the IEP team has identified the student’s present levels of educational performance and developed
annual goals, as described in Chapter 7: IEPs.
Private school programs that the school district and parents may determine to be necessary can either be day programs or
residential programs. The school district pays all costs involved with such a placement, including tuition and transportation.
Students placed in private schools by the school district have the same rights, including the right to a free appropriate
public education, as their counterparts attending public schools.
Qualifications of Teachers in Private Schools:
B
oth IDEA 2004 and the No Child Left Behind Act have strict requirements for the qualifications of teachers.
However, these requirements do not apply to teachers in private schools, regardless of whether the student was
placed in the private school by the parent or the school district.
55
Parent
Perspectives
A Success Story
They do happen! Be brave! Stay the course! Many of us as parents are fearful when our son or daughter is diagnosed with
a learning disability. Will they succeed in school? At work? Will they make friends? What does it take? My son, Scott, is
currently 14 years old and in the 8th grade at a school for children with language learning differences. He was identified
at an early age as being severely dyslexic, dysgraphic, and having significant visual perceptual difficulties. Intensive
intervention was recommended – but no one knew how or where to get the appropriate help.
Getting the right kind of help, at the right time, and with the right people, is essential to seeing progress. Scott’s current
school and tutoring is entirely Orton-Gillingham based. He is completing his fourth year of this specialized education. This
school is an answered prayer – a miracle for him. Not a day goes by that his parents don’t breathe a sigh of relief, and feel
grateful. But that was after many blind alleys.
When Scott started fifth grade, he was falling behind miserably. He was performing at least two years behind his peers. He
went to school every day with a headache and a stomachache. Often there were tears, and he even went to a doctor to see
if he was clinically depressed. Since pre-school Scott had received special help in classes, but it wasn’t the right kind of help.
He was labeled by the public school system as mildly mentally handicapped, and was placed in a cross-categorical
classroom for most of the day. Joining his regular class sporadically was difficult. Friendships were difficult, as he felt
different than the other kids. Scott experienced so much stress during the day that he was exhausted after school and
withdrew from social situations. Outside activities just took too much energy. In the fourth and fifth grade, I would re-teach
him concepts covered during the day, and then homework would last up to three painful hours – with much frustration for
both parent and child.
After just a few months at his new school, Scott’s personality began to emerge. He looked forward to school, and his energy
level after school sky-rocketed. He now lifts weights. He’s part of a swim team. He has friends both at school and through his
after school activities. His homework is actually done without any assistance from me. He is self-assured and comfortable
with himself. Reading is still hard work, but he can read anything he might need to in the future. His written expression is
coming along nicely, and his confidence continues to grow.
He is optimistic and hopeful about the future, and not ashamed to be dyslexic. It’s simply one aspect of who he is. He hopes
to be a psychologist with prison inmates, or the next Dr. Phil, as he identifies with people who have obstacles to overcome
and desires to lessen their struggle. Due to his difficulties, and then being given the tools to unlock his potential, Scott has
developed patience and compassion towards others and himself. He is now eager and ready to try his wings in a regular
school setting.
Scott is a testimony to the change that can happen when children with learning disabilities receive the right kind of help,
in a timely fashion. Be committed to finding the right resources and people who see the potential in your child – and stay
hopeful!
- Julie from Indiana
56
10
Student Discipline
Addressing serious behavior issues and concerns
Who is this for?
This chapter is for parents whose child may be the subject of disciplinary action by the school or for
parents of children with significant behavior issues that may put them at risk for disciplinary action.
The conditions for disciplining special education students need to be thoroughly understood by
parents – preferably before their child is the focus of such actions. While IDEA extends certain protections to special
education students, schools can subject them to the same disciplinary actions allowed for all students.
Parents should understand the discipline provisions of IDEA as well as their school’s discipline policy. If their child is
at risk for conduct that requires disciplinary action, parents should make sure that behavior and conduct issues are
addressed during the IEP process.
Functional Behavioral Assessment (FBA): A problem-solving process for addressing student problem
behavior. FBA relies on a variety of techniques and strategies to identify the reasons for a specific behavior
and to help IEP teams select interventions that directly address the problem behavior.
Behavior Intervention Plan (BIP): A plan to address problem behavior that includes, as appropriate,
positive behavioral interventions, strategies, and supports; program modifications; and supplementary aids
and services that may be required to address the problem behavior.
Interim Alternative Educational Setting (IAES): A setting other than the student’s current placement
that enables the student to continue to participate in the general curriculum and to progress toward
meeting the goals in his or her IEP. The IAES must enable the student to continue to participate in the
general education curriculum, although in another setting, and progress toward meeting the goals set
out in the IEP. Students in an IAES should also receive, as appropriate, a functional behavioral assessment,
behavioral intervention services and modifications that are designed to address the behavior violation so
that it does not happen again. The particular IAES is determined by the student’s IEP team.
Disciplinary Actions of 10 Days or Less
A student with a disability, who has an IEP in effect, can be disciplined like any other student for 10 consecutive school days
or less if he or she violates the school’s code of conduct.
Disciplinary action generally involves removing students from their current educational settings and placing them in either
in-school suspension, out-of-school suspension, or an interim alternative educational setting. During the time the student
with an IEP is in one of these other settings, the school is only required to provide educational services (including special
education) if the school district also provides educational services to non-disabled students in the same circumstances.
Student Discipline •
57
When school personnel decide to descipline a student by removing the student from the current educational placement,
the school must notify the parents on the same day the decision is made and provide the parents with a written copy of
the notice of Procedural Safeguards.
Code of Conduct:
Schools have a responsibility to make sure that all students, including those receiving special education, are
familiar with the school’s code of conduct. Parents should be sure to understand the code of conduct and
help their child understand the expectations and consequences involved with violating the code. The IEP
team should determine any specialized help and instruction the child may need to understand the code and
consistently demonstrate the appropriate classroom and school behaviors.
In making a determination to discipline a student with a disability, school personnel may now consider any unique
circumstances on a case-by-case basis. This provision provides new flexibility for school personnel who are
often operating within a district’s “zero-tolerance” policy. A zero-tolerance policy usually requires school personnel to
automatically suspend any student who violates the code of conduct.
Disciplinary Actions Beyond 10 Days
For students with a disability whose disciplinary action exceeds 10 consecutive days in the same school year, or when
frequent disciplinary actions add up to more than 10 school days in a school year and clearly indicate a pattern, the school
must provide special education services that allow the student to:
• Continue to participate in the general education curriculum, although in another setting
• Progress toward meeting the goals outlined in the student’s IEP.
The IEP team will meet to determine the exact educational services needed while the student is assigned to the
disciplinary setting. In addition, if the behavior is found to be related to the student’s disability, the IEP team must plan
for a functional behavioral assessment and the development of a behavior intervention plan based on the results of the
assessment. If the student already had a behavior intervention plan in place, the IEP team must review if the plan was
being followed and revise it as needed to address the problem behavior that led to this disciplinary action. For student’s
whose behavior is not determined to be directly associated with their disability, the IEP team should consider the need for
a functional behavioral assessment and behavior intervention plan.
Additional Resource:
See the publication, IEP Team’s Introduction To Functional Behavioral Assessment And Behavior Intervention
Plans, available at http://cecp.air.org/fba/default.asp.
Relationship between Behavior and Disability
Within 10 days from the beginning of a disciplinary action that exceeds 10 days, the school district, the parents and
relevant members of the student’s IEP team must meet to determine if the conduct in question was caused by, or had a
direct and substantial relationship to, the student’s disability. This is referred to as a “manifestation determination.” The team
must also determine if the conduct was the direct result of the school’s failure to implement the student’s IEP, including a
behavior intervention plan.
58
In making this determination, the IEP team will review:
•
•
•
•
The student’s IEP
The student’s behavior intervention plan
Any teacher observations
Any relevant information provided by the parents.
The manifestation determination – the relationship between behavior and disability – must now be “direct and substantial,” which is a change from the
previous requirement for finding such a relationship. For example, a student’s low
self-esteem, while a possible by-product of a learning disability, cannot be considered
to have a direct relationship to a student’s behavior problem.
If the team finds that the student’s behavior was related to the disability or an improperly implemented IEP, the student
is returned to the original education setting unless the parents agree to a new placement, which is a new educational
setting, as part of the behavior intervention plan.
If, on the other hand, the team finds that the student’s behavior was not directly related to the disability, the same
disciplinary actions can be imposed on the student with a disability as those imposed on a non-disabled student. Such
action could include expulsion. However, if the student is expelled from school, the student must continue to receive
educational services that allow him or her to continue to participate in the general education curriculum and progress
toward meeting the goals set out in the IEP.
Special Offenses
Certain serious behavior problems can lead to a student being moved to an interim alternative educational setting for up
to 45 school days even if the conduct is determined to be related to the student’s disability. Removing a student for these
offenses does not require parent permission or agreement, nor does it require any involvement by a hearing officer or
other impartial third party. These offenses are:
• Weapons: If a student carries or possesses a weapon:
• To or at school
• On school premises
• At a school function.
• D
rugs: If the student knowingly possesses or uses illegal drugs or sells or solicits the sale of illegal drugs while at
school or at a school function
• Serious bodily injury: If a student has inflicted serious bodily injury upon another person while at school,
on school premises or at a school function.
Note: Parents should obtain the legal definitions of these offenses from their school district or Parent Training and
Information Center.
An additional provision allows a school to seek to remove a student for up to 45 school days if the school believes that
returning the student to the same educational placement is substancially likely to result in injury to the student or other
students. The school must do this by making a request to a hearing officer.
59
Appeals
Parents have the right to challenge any decisions made regarding the interim alternative educational setting or the
determination regarding the “manifestation determination” by asking for a due process hearing. Schools can also request a
hearing if school personnel feel that returning a student to the original educational setting is highly likely to result in injury
to the student or to others.
In either case, the hearing must be held within 20 school days of the date requested and the hearing officer must make the
decision within 10 school days after the hearing.
During the appeal process, the student remains in the interim alternative educational setting, unless the parent and
the school agree otherwise.
Students Not Yet IDEA eligible
Under certain circumstances, the protections available to students with disabilities who are already receiving services
under IDEA may also be available to students who do not have an IEP in effect. These circumstances may apply to any
students, including those receiving early intervening services discussed in Chapter 1: Pre-referral Services, if:
• T he child’s parent had expressed concern in writing to school personnel, including the teacher, that their child
may be in need of special education prior to the behavior that resulted in the disciplinary action
• The child’s parent had requested an evaluation as provided for by IDEA
• T he child’s teacher or other school personnel had expressed concerns about a pattern of behavior that might
call for a referral for evaluation. Such concerns would need to have been made directly to supervisory personnel.
For example, a teacher expressing his or her concerns to a parent would not be considered an adequate basis of
knowledge
Certain exceptions apply to the above circumstances. They include:
• If the child’s parent had not allowed an evaluation of the child or had refused special education services that had
been offered as required by IDEA
• If the child had been evaluated as required by IDEA and was not found eligible for special education.
If a request is made to evaluate a student during the time period of the disciplinary action, the school must complete the
evaluation as quickly as possible. During the evaluation, the student remains in the interim alternative educational setting
while the evaluation is conducted.
Final Word
The provisions regarding student discipline are complex and sometimes confusing. If your child becomes the focus
of a disciplinary action, seek information and guidance from expert resources such as your state’s Parent Training and
Information Center.
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11
Dispute Resolution Options
Understanding your options for settling disputes
Who is this for?
This chapter is for parents who either disagree with the school district’s assessment or
educational program for their child or who believe that the school district has violated
any of the requirements of IDEA.
Ideally, parents and educators will be able to work as partners in all aspects of serving students
with disabilities. Good communication between parents and schools will minimize disputes and disagreements.
However, when disagreements arise, IDEA provides several avenues for handling such disputes. Parents should be
familiar with the options available for settling disputes and for reporting lack of compliance.
IDEA 2004 has expanded the options available to assist parents and school districts when disagreements arise.
These changes are aimed at providing opportunities for dispute resolution – which are less formal, generally less
costly, less time consuming and less stressful than more formal options. As in the past, IDEA 2004 also maintains
the complaint procedures for reporting violations to your state education department. Parents should be aware of
all of these options and should know how to make the best use of them.
Mediation: A confidential, voluntary process that allows parties to resolve disputes without a formal
due process hearing. An impartial mediator helps the parties to express their views and positions and to
understand the other’s views and positions. The mediator’s role is to facilitate discussion and help parties
reach an agreement – not to recommend solutions or take positions or sides.
Due Process Hearing: A formal, quasi-legal procedure before an impartial hearing officer or administrative
law judge (or panel of judges) who is not an employee of the state education agency or school district. Both
the parents and the school district present arguments and evidence.
Due Process Complaint: A written complaint filed by a parent or a school district involving any matter
relating to the identification, evaluation, educational placement or provision of a free appropriate public
education to a student with a disability. Due process complaints must be filed within two years of the matter
in dispute.
esolution Session: A mandatory meeting that the school district must convene within 15 days of
R
receiving the parents’ due process complaint. The resolution session includes parents, members of the
IEP team relevant to the complaint, and a representative of the school district who has decision-making
authority.
State Complaint: A written complaint that can be filed by any organization or individual claiming that a
school district within the state has either violated a requirement of Part B of IDEA (the part that contains all
requirements regarding the delivery of special education services) or the state’s special education law or
regulations. State complaints must be filed within one year of the alleged violation.
Dispute Resolution Options •
61
In Chapter 4 you learned about the Procedural Safeguards that protect parents’ and students’ rights throughout the
special education process, including parents’ rights to mediation and to present and resolve a complaint through the due
process complaint or state complaint process. In this chapter you will learn about the various options for resolving disputes
presented through these complaint procedures.
IDEA 2004 expands the dispute resolution options available to parents and school districts to resolve disagreements. It promotes the use of mediation as an early dispute resolution option by allowing mediation prior to filing a due
process complaint. It also adds an additional option, called a resolution session, to the array of options that were available
in previous versions of IDEA. The options available to parents and school districts under IDEA are arranged from less formal
to more formal:
Less formal More formal
Mediation > Due Process Complaint > Resolution Session > Due Process Hearing > Civil Suit
Mediation
Mediation is a process of facilitated negotiation between parents and the school. It is a confidential process that allows
parties to resolve disputes without a formal due process hearing.
The mediator is a trained, impartial facilitator who helps school staff and parents resolve their disagreement in an informal
setting. The mediator facilitates discussion, encourages participants to identify and clarify areas of agreement and
disagreement, and helps them generate and evaluate options for a mutually agreeable solution.
The goal in mediation, with the assistance of the mediator, is for the school staff and parents to integrate these options into
a workable solution that is written into a legally binding agreement. The agreement is then used to execute the agreed
upon services for the student.
IDEA 2004 requires that:
• Mediation is available whether or not a due process hearing is requested
• Mediation must be conducted by a qualified and impartial mediator. Each state must maintain a list of qualified
mediators, assign a mediator to a case on a random basis and bear the cost of the mediation process.
• M
ediation discussions are kept confidential and may not be used as evidence in any subsequent due process
hearing or civil proceeding
• When a resolution is reached, the parties execute a legally binding agreement that is enforceable in a district
court. The agreement is binding as soon as it is executed.
• The mediation agreement must include the following:
• A description of the agreement
• A
statement that all discussions that occurred during the mediation process are kept confidential and
may not be used as evidence in any due process hearing or civil proceeding that occurs later
• S ignatures of both the parent and a representative of the school district who has legally binding
authority
• A statement that the agreement is enforceable in state or federal district court.
When successful, mediation can help avoid a due process hearing or other more adversarial procedures.
Your state department of education should have information on mediation, including how to make a request for
mediation. Contact your Parent Training and Information Center or state education department for more information.
Due Process Complaint (Request for Hearing)
Either the parent or the school district may request a due process hearing involving any matter relating to the
identification, evaluation or educational placement of the child, or the provision of a free appropriate public education.
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Your state is required to have a policy on whether the due process hearing is conducted by the state education
department or by the local school district.
IDEA 2004 imposes a time limit for requesting a due process hearing. Now, the hearing must be requested within two years of the date the parent or school district knew or should have known about the alleged action that forms the
basis of the request for the hearing. (Note: Your state may have its own timeline for filing such complaints. If so, the state
time limitation for filing a due process complaint applies.)
There are two conditions in which IDEA’s new two-year time limit does not apply:
• If the school district specifically misrepresented that it had resolved the problem when it had not
• If the school district did not provide you with information that IDEA requires it provide to you.
Filing a Due Process Complaint. To request a due process hearing, you must provide the school district or its attorney
and your state’s department of education with a written notice that includes:
• T he name of the student, the home address of the student (or available contact information in the case of a
homeless student) and the name of the school the student is attending
• A
full description of the nature of the problem, including any action the school district proposed or took prior to
the notice and the facts about that action
• Your proposal to resolve the problem, if appropriate.
Your description of the nature of the problem must include every issue that you would like to have addressed at the
hearing. Unless the school district agrees, you will not be allowed to bring up any additional issues that have not been
included in your complaint. However, you may file a separate request for a due process hearing on a different issue.
Examples of issues that may form the basis of a due process complaint include disagreement between the parents and
school regarding:
• The eligibility for special education services
• The method used to deliver the intervention to provide the student’s special education services
• The educational setting where special education services will be provided to the student.
Each state department of education must have a model form to assist parents in filing a due process complaint that fulfills
the requirements of IDEA. Contact your Parent Training and Information Center or state education department for more
information.
What Happens Next. When the state department of education receives the due process complaint (or hearing request),
it must immediately assign a hearing officer to the complaint.
Within five days of receiving your hearing request, the hearing officer will determine if your request meets IDEA’s
requirements for a due process hearing and will notify you in writing.
At the same time, if the school district believes that your hearing request does not meet IDEA’s requirements for a due
process hearing, they must notify you and the hearing officer in writing within 15 days of receiving the complaint. Likewise,
if the school district initiated the due process complaint, you must notify them within 15 days if you feel the complaint
does not meet IDEA’s requirements.
You should also receive a response from the school district within 10 days of the time they received your hearing request, if
you have not already received Prior Written Notice from the school district. The response should include:
n explanation of why the school district proposed or refused to take the action raised in the request for a due
• A
process hearing
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• A
description of other options that the Individualized Education Program (IEP) team considered and the reasons
why those options were rejected
• A
description of each evaluation procedure, assessment, record or report the school district used as the basis for
the proposed or refused action
• A description of the factors relevant to the school’s proposal or refusal.
On the other hand, if the school district filed the request for a due process hearing, you must respond to them in writing
within 10 days, and your response must specifically address the issues raised.
The party (parent or school district) that requested the due process hearing may change its request only if one of the
following occurs:
• The other party provides written consent and is given the opportunity to resolve the complaint through a meeting
• The hearing officer grants permission. This permission can only be granted up until five days before a due
process hearing occurs.
Resolution Session
Within 15 days of the time the parent files a due process complaint, IDEA 2004 requires the school district to hold a meeting between the parents and the relevant members of the IEP team so that the complaint can be discussed.
This meeting is called a resolution session. The resolution session must include the parents, relevant members of the IEP
team and a representative of the school district who is authorized to make decisions for the district.
Specifics of the resolution session include:
• Unless the parents bring an attorney to the meeting, the school district is not allowed to bring one
• While not required, parents may bring an attorney whether or not the school district brings one, but parents’
attorney fees for this meeting cannot be reimbursed by the school district
• If an agreement is reached during the resolution session, it is legally binding and must be signed by both parties
• Either party has three business days to consider the agreement and void it if they wish
• If both the parents and the school district agree in writing to waive the resolution session, or to use mediation to resolve their disagreement, the resolution session does not have to be held and the timeline for the due process
hearing begins
• E ven if the resolution session is held, if the complaint is not resolved to the parents’ satisfaction within 30 days,
the due process hearing may occur.
• If the parent fails to participate in the meeting the school district may request that the complaint be dismissed
by a hearing officer
• If the school district fails to participate in the meeting, the parent may seek the intervention of a hearing officer
in order to begin the hearing.
Due Process Hearing
Due process hearings are formal, quasi-judicial procedures in which parents and school personnel present arguments and
evidence to an impartial hearing officer or administrative law judge. The hearing officer or administrative law judge is not
an employee of the state department of education or the school district.
Many states have timelines by which a due process hearing must be held. If your state does not have a timeline, IDEA
requires that the hearing be held and a final decision reached within 45 days of the time the request was filed. Some
exceptions to this timeline apply, so be sure to understand all the details of a due process hearing in your state.
If the hearing officer determines that the school district was at fault, parents may be awarded reasonable attorneys’ fees.
If the hearing officer determines that a parent’s attorney has requested a due process hearing for reasons that were frivolous, unreasonable or without foundation, the hearing officer may award reasonable attorneys’ fees to the state
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or school district. The hearing officer may also award attorneys’ fees to the state or school district if either a parent or the
parent’s attorney requested a due process hearing for an improper purpose such as to harass, cause unnecessary delay, or
needlessly increase the costs of litigation. In such cases, the parent’s attorney would be required to pay the award to the
state or district.
Settlement Agreements:
Agreements reached as the result of mediation, a resolution session or a due process hearing decision should
provide details of all actions and activities to be undertaken by the parties, including any changes to be
incorporated into the student’s IEP as a result of the settlement. A sample settlement agreement is available at
http://www.directionservice.org/cadre/agree3.cfm
Appealing a Due Process Hearing Decision to the State. Some states have a state appeal procedure that allows
parents to file an appeal of a due process hearing decision with the state department of education. Information on this
appeal procedure is available through your state department of education or Parent Training and Information Center.
Civil Lawsuit
If parents are not satisfied with the results of a due process hearing, they may file a civil suit against the state or school
district within 90 days of the date of the decision of the hearing officer (or state level review decision) or within the time
limit established by state law.
Filing a civil lawsuit is the most extreme option available to parents. It requires that parents employ an attorney and go
through extensive legal proceedings. However, in some cases it is the only option that will resolve the dispute and ensure
that the student receives appropriate supports and services to ensure a free appropriate public education as required by
IDEA.
Either the parent or school district may file a civil lawsuit. The lawsuit may be filed in federal, district and appellate courts,
including the United States Supreme Court.
State Complaints
In addition to the dispute options already discussed, IDEA requires every state to have a complaint procedure that
allows any organization or individual to file a complaint alleging that a school district (or districts) has violated any of the
provisions of Part B of IDEA – or the state’s special education law or regulation.
So, state complaints can be filed for a broader range of issues than those allowed for due process complaints. Also, state
complaints can also be filed on behalf of a group of students – allowing for complaints to challenge policies or practices
that affect a group of students with disabilities.
School district actions that are violations of IDEA and, therefore, could be the basis for a state complaint include:
• Failure to conduct an evaluation within the required timeframe
• Failure to implement an agreed upon IEP
• Failure to provide Prior Written Notice before changing a student’s IEP.
State complaints must be filed within one year of the alleged violation and every state must have procedures for filing
complaints that conform to the requirement in IDEA. Information on these procedures should be available from your state’s
department of education or Parent Training and Information Center.
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At a minimum, the state complaint procedures must:
• Provide for an independent, on-site investigation within 60 days after the complaint is filed
• G
ive the party that filed the complaint an opportunity to submit additional information (either orally or in
writing)
• Provide the local school district the opportunity to respond to the complaint
• P
rovide the local school district the opportunity to engage the complaining party in mediation or some other
means of dispute resolution
• P
rovide for review of all relevant information and issue a written decision that addresses each allegation in the
complaint including the reasons for the final decision of the state
• Include procedures for effective implementation of the state’s final corrective actions ordered to be undertaken
by the school district or districts.
The time in which a complaint must be resolved can be extended through an agreement between the parent (or
individual or organization) if all parties agree to use medication or other dispute resolution options.
Final Word
You should use some caution when giving the school written feedback in an attempt to communicate frustration
about services for your child. If you have concerns, you should raise them. Just be aware that when you submit a
written complaint about your child’s services, this may be construed as a formal complaint or due process request.
Filing complaints, whether due process complaints or state complaints as allowed by IDEA, is serious business. Before
proceeding, you should be well informed and understand federal and state policies about such actions. Be sure to get all
available information regarding all complaint options prior to filing a complaint.
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Terms to Know
Accommodations: Tools and procedures that provide equal access to instruction and assessment for students with
disabilities. Designed to “level the playing field” for students with disabilities, accommodations are generally grouped into
the following categories:
• Presentation (e.g., repeat directions, read aloud, use of larger bubbles on answer sheets, etc.)
• Response (e.g., mark answers in book, use reference aids, point, use of computer, etc.)
• Timing/Scheduling (e.g., extended time, frequent breaks, etc.)
• Setting (e.g., study carrel, special lighting, separate room, etc.).
Americans with Disabilities Act: Federal law that protects persons with disabilities from discrimination in the operations
of public businesses and governments. For more information see the Overview of the Americans with Disabilities Act on
page 71.
Behavior Intervention Plan (BIP): A plan to address problem behavior that includes, as appropriate, positive behavioral
interventions, strategies, and supports; program modifications; and supplementary aids and services that may be required
to address the problem behavior.
Child with a disability: A child who has a disability as defined in one of the 13 disability categories in IDEA and who
needs special education and related services because of the disability; or a child aged 3 through 9 who is experiencing
developmental delay.
Child find: Ongoing activities undertaken by states and local school districts to locate, identify, and evaluate all children
residing in the state who are suspected of having disabilities so that a free appropriate public education (FAPE) can be
made available to all eligible children, including all children in public and private schools, including religious schools.
Courses of study: Middle and high school course work (or classes) that lead to a certain type of diploma and/or are
required for post-secondary education.
Curriculum based measurement (CBM): Tools for measuring student competency and progress in the basic skill areas of
reading fluency, spelling, mathematics and written language.
Developmental Delay: A disability category states may use for certain students aged three through nine as a way
to provide early services for students suspected of having a disability. If used, the definition of developmental delay is
determined by the state and may include a child whose development, as measured by appropriate diagnostic tests and
procedures, lags behind peers in one or more of the following areas: physical development, cognitive development,
communication development, social or emotional development, or adaptive development, and who, because of such
delays, needs special education and related services.
Disability categories: IDEA disability categories include autism, deaf-blindness, deafness, emotional disturbance, hearing
impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment (e.g., asthma,
attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, heart condition, hemophilia, lead
poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia and Tourette syndrome), specific learning disability, (e.g.,
Perceptual Disabilities, Brain Injury, Minimal Brain Dysfunction, Dyslexia, Developmental Aphasia), speech or language
impairment,
traumatic brain injury, visual impairment (including blindness), and developmental delay.
Early intervention services: Services to infants and toddlers provided under Part C of IDEA. Part C established the
Program for Infants and Toddlers with Disabilities, a federal grant program that assists states in operating a comprehensive
statewide program of early intervention services for infants and toddlers with disabilities, aged birth through age 2 years,
Terms to Know •
67
and their families. Early intervention services include multidisciplinary evaluation of needs of children and family-directed
identification of the needs of each family as set out in an Individualized Family Service Plan (IFSP).
Due Process Complaint: A written complaint filed by a parent or a school district involving any matter relating to the
identification, evaluation, educational placement or provision of a free, appropriate, public education to a student with a
disability. Due process complaints must be filed within two years of the matter in dispute.
Due Process Hearing: A formal, quasi-legal procedure before an impartial hearing officer or administrative law judge (or
panel of judges) who is not an employee of the state educational agency or school district. Both the parents and the school
district present arguments and evidence .
Eligibility: The determination that a student is a child with a disability.
Free Appropriate Public Education (FAPE): Special education and related services that are provided at public expense,
under public supervision and direction, and without charge to the parent, and that meet the standards of the state
education department. Special education and related services must be provided in conformity with an Individualized
Education Program (IEP) as required by IDEA.
Functional Behavioral Assessment (FBA): A problem-solving process for addressing student problem behavior. FBA
relies on a variety of techniques and strategies to identify the reasons for a specific behavior and to help IEP teams select
interventions that directly address the problem behavior.
Functional skills : Skills needed for independent living, such as cooking, comparison shopping, working with or
managing money, using public transportation, and knowing how to be safe in the community.
General education curriculum: The body of knowledge and range of skills that all students in the state are expected to
master.
Interim Alternative Educational Setting (IAES ): A setting other than the student’s current placement that enables
the student to continue to receive educational services according to his or her IEP. The IAES must enable the student to
continue to participate in the general education curriculum, although in another setting, and progress toward meeting
the goals set out in the IEP. Students in an IAES should also receive, as appropriate, a functional behavioral assessment,
behavioral intervention services and modifications that are designed to address the behavior violation so that it does not
happen again. The particular IAES is determined by the student’s IEP team.
Individualized education program (IEP): A written statement for each child with a disability that is developed,
reviewed, and revised according to the requirements of IDEA.
Informed consent: Procedure to ensure that the parent:
as been fully informed of all information related to the proposed activity (in his native language, or other mode of
• H
communication)
• Understands and agrees in writing to carrying out the activity for which his consent is sought
• Understands that giving consent is voluntary and may be revoked at any time
• Understands that revoking consent will not apply to an activity that has already occurred
Informed consent is required for an evaluation, a reevaluation and for the initial delivery of special education services.
Intervention: A change in instructing the student in the area of learning difficulty to try to improve learning and achieve
adequate progress.
Least Restrictive Environment: To the maximum extent appropriate, children with disabilities are to be educated with
children who are not disabled. Special classes, separate schooling, or other ways of removing children with disabilities from
Terms to Know •
68
the regular educational environment should only occur when the nature or severity of the disability is such that education
in regular classes cannot be achieved satisfactorily with the use of supplementary aids and services.
Mediation: A confidential, voluntary process that allows parties to resolve disputes without a formal due process hearing.
An impartial mediator helps the parties to express their views and positions and to understand the other’s views and
positions. The mediator’s role is to facilitate discussion and help parties reach an agreement – not to recommend solutions
or take positions or sides.
No Child Left Behind: The current version of the Elementary and Secondary Education Act (ESEA)—the principal federal
law affecting public education from kindergarten through high school in the United States. For more information see the
Overview of No Child Left Behind on page 72.
Parent: A natural, adoptive or foster parent; an individual acting in the place of a natural or adoptive parent; an individual
who is legally responsible for the child; a guardian; or a surrogate parent.
Postsecondary education: Formal education or training beyond high school, including college, university, vocational
school and trade school.
Pre-referral interventions: Interventions delivered in the student’s regular classroom that attempt to improve learning
prior to a referral for formal special education evaluation.
Prior Written Notice: A written notice that the school must provide to the parents of a student with a disability within a
reasonable time if they wish to:
• Evaluate the student
• Determine whether the student is eligible for special education services
• Change the student’s evaluation or educational placement or educational plan (IEP)
• Refuse the parents’ request to evaluate their child or change their child’s educational plan (IEP) or placement.
Progress monitoring: A scientifically based practice used to assess students’ academic performance and evaluate the
effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class.
Related services: Supportive services that are required to assist a child with a disability to benefit from special education.
Related services include transportation, developmental and corrective services, speech-language pathology and audiology
services, interpreting services, psychological services, physical and occupational therapy, recreation (including therapeutic
recreation), counseling services (including rehabilitation counseling), orientation and mobility services, and medical
services for diagnostic or evaluation purposes. Related services also include school health services, school nurse services
designed to enable a child with a disability to receive a free appropriate public education as described in the child’s IEP,
social work services in schools, and parent counseling and training.
Response-to-Intervention (RTI): A comprehensive, multi-step process that closely monitors how the student is
responding to different types of services and instruction.
Resolution Session : A mandatory meeting that the school district must convene within 15 days of receiving the parents’
due process complaint. The resolution session includes parents, members of the IEP team relevant to the complaint, and a
representative of the school district who has decision-making authority.
Section 504 of the Rehabilitation Act: A federal law that requires a school district to provide a free appropriate public
education (FAPE) to each child with a disability in the district’s jurisdiction. For more information see the Overview of
Section 504 on page 74.
Terms to Know •
69
School district: The term “school district” and “school” are used to refer to the entity that has legal authority, control and
responsibility for public education in a city, county, town (or combination of these), or other subdivision of a state.
Scientific, research-based instruction: Curriculum and educational interventions that are research based and have
been proven to be effective for most students.
Special Education: Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a
disability, including instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings;
and instruction in physical education.
Specially designed instruction: Ways that special education professionals adapt the content, methodology (approaches
to teaching certain grade level content), or the delivery of instruction to address the unique needs that result from
the child’s disability. Specially designed instruction should also ensure that the eligible child has access to the general
curriculum so that he or she can meet the educational standards of the school district that apply to all children.
Specific Learning Disability: A disorder in one or more of the basic psychological processes involved in understanding
or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak,
read, write, spell, or do mathematical calculations. The term includes such conditions as perceptual disabilities, brain
injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include a learning problem
that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of
environmental, cultural, or economic disadvantage .
State Complaint: A written complaint that can be filed by any organization or individual claiming that a school district
within the state has either violated a requirement of Part B of IDEA (the part that contains all requirements regarding the
delivery of special education services) or the state’s special education law or regulations. State complaints must be filed
within one year of the alleged violation.
Summary of performance: A summary of the student’s academic achievement and functional performance that
includes recommendations to assist the student in meeting his or her postsecondary goals.
Supplemental Aids and Services: Aids, services, and other supports that are provided in regular education classes
or other education-related settings to enable children with disabilities to be educated with nondisabled children to the
maximum extent appropriate. Examples of supplemental aids and services might be assistive technologies such as a
computer or adapted physical education.
Transition services: A coordinated set of activities that:
• Improves the academic and functional skills of the student in order to facilitate the student’s movement from
school to post-school activities such as post-secondary education, vocational education, integrated employment
(including supported employment), continuing and adult education, adult services, independent living or community
participation;
• Is based on the individual student’s needs, taking into account his or her strengths, preferences, and interests; and
• Includes instruction, related services, community experiences, the development of employment and other post-school
adult living objectives and, when appropriate, the acquisition of daily living skills and functional vocational evaluation.
Universal screening: A step taken by school personnel early in the school year to determine which students are “at
risk” for not meeting grade level standards. Universal screening can be accomplished by reviewing a student’s recent
performance on state or district tests or by administering an academic screening to all students in a given grade. Students
whose scores on the screening fall below a certain cut-off point are identified as needing continued progress monitoring
and possibly more intensive interventions.
Vocational Rehabilitation Agency: A publicly funded state agency that provides direct and indirect services to youth
with disabilities as they transition from school to work, in order to maximize their employability, independence and
integration into the workplace and the community.
Terms to Know •
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The Americans with Disabilities Act - An Overview
What is the Americans with Disabilities Act of 1990?
The Americans with Disabilities Act of 1990 (ADA) is a civil rights law that protects individuals with disabilities from
discrimination in the workplace, as well as school and other settings. ADA does not provide funding for services or
accommodations.
Who is eligible?
There is no specific mention of learning disabilities in ADA. However, the law defines a person as disabled if he or she:
• has a physical or mental impairment which substantially limits one or more major life activities,
• has a record of such an impairment, or
• is regarded as having such an impairment.
Under the law, learning is considered a major life activity. This applies to learning disabilities that affect work activities, too.
If a student is eligible for services under Individuals with Disabilities Education Act of 1997 (IDEA), he or she qualifies for
protection under ADA.
ADA and School
ADA mandates that reasonable accommodations must be provided to eligible students “to perform essential functions of
the job.” In other words, a school is required to provide a student with disabilities with those accommodations that help
him or her learn most effectively. The requirements this law sets for schools is similar to the expectations set in Section 504
of the Rehabilitation Act of 1973.
Unlike Section 504 and IDEA, ADA does not make schools responsible for the free and appropriate education of all children.
However, the protections that are guaranteed by ADA apply to public and private schools equally. These protections do not
extend to organizations controlled by religious groups.
ADA and the Workplace
ADA prohibits discrimination against “qualified individuals with disabilities” in all employment practices, including job
application procedures, hiring, firing, advancement, compensation and training. A “qualified individual with disabilities” is an
employee or job applicant who meets all legitimate skill, experience, education and other requirements of a position and
can perform the essential functions of the position with or without reasonable accommodation.
An employer may not ask about a learning disability, with one exception. If an employer has affirmative action
requirements as part of a federal contract, a job applicant may be asked to “self-identify.” However, the employer must keep
all information regarding disabilities in a separate, confidential file apart from regular personnel files.
If an employee requires accommodations in order to perform a job, he or she must disclose information about the disability
and the need for specific accommodations to the employer. Even after disclosure, an employer is not required to make an
accommodation that would prove an “undue hardship.”
The safeguards regarding discrimination against individuals with disabilities are under the same procedures applicable to
race, color, sex, national origin and religious discrimination under the Civil Rights Acts of 1964 and 1991. Complaints against
employers who violate the ADA should be filed with Equal Employment Opportunity Commission or the designated state
human rights agencies.
Americans With Disabilities Act - Overview •
71
The No Child Left Behind Act - An Overview
What is the No Child Left Behind Act?
The No Child Left Behind Act of 2001 (NCLB) is the current version of the Elementary and Secondary Education Act (ESEA)
– the principal federal law affecting public education from kindergarten through high school in the United States. The ESEA
was originally passed in 1965. NCLB is important legislation for students with learning disabilities (LD), because it ensures
that they reach high levels of academic standards, just like other children in America’s public schools today.
NCLB is based on four principles of educational reform – (1) stronger accountability for results, (2) increased flexibility and
local control, (3) expanded options for parents and (4) an emphasis on teaching qualifications and methods. Of these four,
accountability for results is the principle that has the potential to greatly improve the educational results for children with
LD.
How does NCLB hold schools accountable for results?
Several critical elements in NCLB ensure that schools are held accountable for educational results so that the best
education possible is provided to each and every student. The three most critical elements to understand are:
• academic content standards (what students should learn)
• academic achievement standards (how well they should learn)
• state assessments (whether a school is teaching all students successfully)
Academic content standards and academic achievement standards in reading and mathematics have been defined
by each state (science will be added in 2007-2008). These standards define what all children should know and be able
to do to be considered “proficient.” Information about each state’s standards should be available on the state’s education
department Web site and in print materials.
State assessments are the way schools must prove that they have successfully taught their students. By 2005-2006, all
states must provide assessments that are appropriate for all students in grades 3 through 8 and once in high school.
These assessments must include students with disabilities. Schools must also provide the accommodations and alternate
assessments that may be needed by students with disabilities. Accommodations are changes to the assessment materials
or procedures that allow students to demonstrate their knowledge and skills rather than the effects of their disabilities.
Students with learning disabilities should be participating in the state assessments with or without accommodations.
Alternate assessments are the assessments designed to measure the performance of students with disabilities who
are unable to participate in state and district assessments even with appropriate accommodations. These alternate
assessments are typically designed for students with complex disabilities and would not be appropriate for students with
learning disabilities.
How does NCLB work with the Individuals with Disabilities Education Act (IDEA)?
IDEA specifically provides services to students with disabilities. Each student served under IDEA has an Individualized
Education Program (IEP) that defines the special education and related services needed by the student. NCLB holds schools
accountable for the educational outcomes of those children, as well as all others. In the past, students with disabilities were
frequently left out of state and district level assessment and accountability systems; and in many cases did not have access
to the general curriculum on which these assessments are based. Because this type of access and assessment did not
happen, there was no external measure to indicate whether special education students were learning enough to move on
to a post-secondary education or to get a job.
No Child Left Behind Act - Overview •
72
The IEP that is designed for each individual IDEA-eligible student must address how that student will participate in state
assessments. Students with disabilities may participate in state assessments in the same way as other students, or with
accommodations or by participating in alternate assessments. The IEP team should not be deciding whether a student
will participate is state assessments, but how, so as to hold the educational system responsible for the student’s learning. If
the IEP team determines that an accommodation or modification needed by a child will invalidate a test’s results for state
accountability (such as, perhaps, having questions read aloud to the student), the team should decide how that student
can appropriately be assessed through alternate methods.
Why is it so important that children with learning disabilities be included in state
assessments?
No Child Left Behind is intended to improve the education of all children. As part of the law, all states are required to release
easy-to-read, detailed report cards every year to provide parents and the general public with a measure of how schools
are doing. These report cards must include information on how students in each district, as well as each school, performed
on state assessments. The report cards must state student performance on three levels: basic, proficient, and advanced.
The data must also be broken down by various student subgroups, including students with disabilities. Just like all other
subgroups, NCLB requires that students with disabilities reach proficient levels of achievement. This is not extra pressure on
the children. This is a mandate for schools to provide a better education for students with disabilities, including
learning disabilities.
In addition, each state is required to set Adequate Yearly Progress (AYP) standards that schools must meet. In defining AYP,
each state must set the minimum levels of improvement – measurable in terms of student performance – that school
districts and schools must achieve within the time frame specified by the law. Basically, states have to continue to raise
the bar on academic achievement, and by 2013-2014 all subgroups in all schools in all states must be achieving proficient
levels in reading and math on state assessments. This includes students with learning disabilities. Unlike in the past, NCLB
is setting a way (the state assessments) for schools to be held accountable for what their students with learning disabilities
are learning and achieving.
How else does NCLB set out to improve public education?
Here is a brief summary of other ways NCLB will ensure a better education for students with LD:
Increased flexibility and local control
NCLB gives both states and local school districts greater flexibility in the use of federal funds than they previously had. This
flexibility allows for the reallocation of certain funds to programs dedicated to teacher quality improvement, technology,
safe and drug-free schools, and many others. This flexibility is dependent on improved results on state assessments and
does not include IDEA funds, or the possibility of transferring money out of Title 1* programs.
Expanded options for parents
Under NCLB, all parents must receive local and district report cards before the beginning of every school year. If a Title I
school fails to meet its AYP goal for two consecutive years, parents may choose to place their children in non-failing schools
in their district. Under NCLB, schools districts must pay the cost of transporting students to the other public school. Schools
must also offer supplemental services to the children remaining there, including tutoring, after-school programs and
summer school paid for by the district.
Improved teaching qualifications
NCLB requires that by the end of the 2005-2006 school year, all teachers will be highly qualified. That means they hold at
least a bachelor’s degree and have passed a state test of subject knowledge. Elementary school teachers must demonstrate
knowledge of teaching math and reading; while teachers in higher grades must demonstrate knowledge of the subject
they teach, or must have majored in the subject. The specifics regarding teaching qualifications for special education
teachers are expected to be established as part of the next reauthorization of the IDEA.
* Title I: Title I of the Elementary and Secondary Education Act provides remedial education programs to poor and
disadvantaged children in nearly every school district in the country. Schools receive federal funding based on the number
of children who qualify for free and reduced lunch.
No Child Left Behind Act - Overview •
73
Section 504 of the Rehabilitation Act of 1973 - An Overview
What is Section 504?
Section 504 of the Rehabilitation Act of 1973 is a civil rights law that prohibits discrimination on the basis of disability in
programs and activities, public or private, that receive federal financial assistance. The law does not provide funding for
special education or related services, but it does permit the federal government to take funding away from programs that
do not comply with the law.
How does an individual qualify as disabled under Section 504?
There is no specific mention of learning disabilities in Section 504, however the law defines a person as disabled if he or she:
• has a physical or mental impairment which substantially limits one or more major life activities,
• has a record of such an impairment, or
• is regarded as having such an impairment.
Under the regulation, learning is considered a major life activity. As a general rule, if a child is eligible for services under
IDEA, he or she qualifies for protection under Section 504. However, not all students covered by Section 504 are eligible for
IDEA related services. Section 504 has much broader definitions of disability and so it pertains to many more people.
What does an evaluation involve?
For school-age children, If parents (or guardians) believe their child should qualify for protections under Section 504, they
should contact their child’s school about an evaluation. The law mandates that an evaluation must include a variety of
assessment tools that will accurately demonstrate the child’s specific areas of educational need. The evaluation process
should also consider various other factors, such as teacher recommendations, physical condition, social and cultural
background, behavior and any independent evaluations. Evaluation and service decisions are made by a multi-disciplinary
team of people familiar with the child, who understand the means of evaluation and the special service options. Section
504 requires the use of evaluation procedures that ensure that a child is not misclassified, unnecessarily labeled as having a
disability or incorrectly placed. The child must be re-evaluated periodically.
What happens if a child is eligible for services under Section 504?
If a child is considered disabled under Section 504, school district personnel must create a Section 504 plan. If that child is
also eligible for services under IDEA, then in most cases the Individualized Education Program (IEP) will take the place of a
Section 504 plan. Some school districts use a separate form.
In order to determine what kind of services would be most appropriate for a child, a team of regular and special education
teachers, as well as the school principal, will meet to consider the child’s disability, how it affects the child’s education and
what services would be most helpful. Parents (or guardians) should be present for all planning sessions regarding their child.
What services are available under Section 504?
Section 504 clearly states that a free and appropriate education must be made available to all qualified students with
disabilities. The educational needs of students with disabilities must be met as adequately as the needs of students
without disabilities.
A child may be placed in regular education classes with accommodations such as a tape recorder, extended time for test
taking or special services such as after school tutoring. Modifications in academic requirements and expectations may
also be considered. In each case, the individual educational needs of the child should be addressed in the least restrictive
environment (LRE) possible.
Section 504 of the Rehabilitation Act of 1973 - Overview •
74
What is the role of a parent under Section 504?
Under Section 504, a child’s school district must receive permission from a parent (or guardian) to evaluate the child.
Parents should also ask to participate in all aspects of planning and decision-making for the child’s education.
Once a child has been evaluated the school must notify the parents (or guardians) about the results and any decisions that
are made. If the parents disagree with any decisions the child’s school makes, both the parents and the school have the
right to use mediation to resolve any differences of opinion.
Section 504 of the Rehabilitation Act of 1973 - Overview •
75
For Chapter 1: Pre-Referral Services (pages 8-11)
Reading Instruction Checklist
Your school’s reading program should include the five essential components of reading instruction that research
has identified:
1. Phonemic Awareness
2. Phonics
3. Fluency
4. Vocabulary
5. Reading Comprehension
Use the checklist below to determine if each component is a part of the reading program your school is using.
• P
honemic Awareness—Phonemic awareness is knowing that words are made of individual sounds and being
aware of and able to manipulate these sounds, which are called phonemes. Phonemes are the smallest parts of
sound in a spoken word, such as the /s/ in /sit/. Your child should be able to perceive individual sounds, think about
them, and manipulate them. For example, your child should be able to perform the following activities:
•
•
•
•
Rhyming (the fat cat Pat)
Picking out syllables in spoken words (Su-san)
Knowing the first and last sounds in a word (ran, can; sit, it)
Separating the sounds in a word (/s/-/i/-/t/)
Teaching sounds along with the letters of the alphabet is important—it can help your child to see how sounds are related
to reading and writing. If your child does not know letter names and shapes, teach them along with phonemic awareness.
Understanding phonemes is essential to phonics instruction, described next. Make sure that your child’s reading program
explicitly teaches phonemic awareness, and if your child does not understand phonemes, ask the teacher for extra help in
this area.
honics—Phonics is the relationship between sounds and letters. Children must understand that letters are
• P
representations of sounds before they can learn to read. Phonics instruction teaches children letter-sound
correspondences and the alphabetic principle—that there are systematic and predictable relationships between
written letters and spoken sounds.
Phonics instruction is most effective when it begins early—in kindergarten or first grade—and lasts for about two years. For
older students (grades 2-6), ongoing phonics instruction can help bolster skills in reading individual words and reading text
out loud, but they also need instruction in spelling, reading fluency, and comprehension...
If your child is in kindergarten, first, or second grade, make sure that systematic and explicit phonics instruction is included
as part of the reading curriculum. If your child is older and having trouble learning to read, find out if he would benefit by
having phonics added to his program.
• Fluency—Fluency is the ability to read a text accurately and quickly. Because fluent readers do not have to
concentrate on recognizing the words, they can focus their attention on what the text means. Fluent readers group
words to help them understand what they read, so fluency builds a bridge between word recognition
and comprehension.
IDEA ToolKit - Chapter 1 •
76
Fluency depends on what readers are reading, their familiarity with the words, and the amount of practice they have had.
Fluency develops as a result of many opportunities to practice reading successfully. Continued reading practice helps word
recognition become more automatic, rapid, and effortless.
Students need instruction in fluency, especially those who are struggling. In addition to providing instruction, teachers
should assess fluency regularly to make sure students are making progress. Monitoring your child’s progress in reading
fluency will help the teacher determine if instruction is effective, as well as providing information needed to set
instructional goals.
•V
ocabulary—Vocabulary is knowing words and knowing what they mean. There are four types of vocabulary:
listening vocabulary, speaking vocabulary, reading vocabulary, and writing vocabulary. For every child, each of these
vocabularies may include different, but overlapping, sets of words. Beginning readers use their oral vocabularies as
they recognize the sounds in words they are reading. It is much easier for them to read words that are already part of
their oral vocabularies.
Children learn vocabulary both indirectly and directly. They learn directly when they are plainly taught individual words and
word-learning strategies, such as how to use dictionaries, how to use parts of words to figure out meaning, and how to use
context to find clues to word meanings. They learn indirectly through conversation, listening to adults read to them, and
reading on their own.
Your child’s reading program should include direct teaching of vocabulary as well as opportunities for indirect learning. The
teacher should promote word consciousness (an awareness of and interest in words) and should encourage students to
engage in word play (e.g., puns – such as “When you use glue in class, it paste to be careful.”), do research into the history
of a word, search for examples of a word in their everyday lives (e.g., by reading signs or cereal boxes), and point out how
authors have chosen specific words to convey exactly what they mean.
eading Comprehension—Reading comprehension is being able to understand, remember, and communicate
• R
what has been read.
Reading to learn subject matter does not occur automatically once students have learned to read; strategies for taking the
meaning from text need to be taught. At all grade levels, students can benefit from instruction in how to make sense out of
text and how to construct meaning.
Comprehension strategies should be part of your child’s reading program. Comprehension strategies are conscious
plans—sets of steps that are used to make sense of the text. Students who use comprehension strategies know when they
understand what they read and when they do not. They monitor their own comprehension.
77
For Chapter 1: Pre-Referral Services (pages 8-11)
Checklist for Home-School Communications
It’s important to establish and maintain strong home-school communications to
get the best help for your child. Use this checklist as a guide to get you started.
• K eep communications open with your child’s teacher, and listen carefully if she
describes problems with aspects of your child’s learning. If you think the problems are
serious enough to require special attention, ask the teacher if alternate instructional
approaches might help address the problem and ask if any have been tried.
•
K eep track of the instructional practices used to help address your child’s problems
and record how well they assisted your child’s learning.
•
A
sk about the availability of research findings that show the effectiveness of the
instructional practices or behavioral programs being used.
• D
iscuss whether there are cultural factors that might make a difference. If so, explain
your child’s background so the teacher and other educators can understand your
child’s behavior and actions. The information provided by parents and family members
can be crucial to understanding a child’s learning difficulties.
•
T ry to understand the way your child learns and be able to communicate what you
think will help the teacher better understand your child’s specific learning style.
Observe and provide all the information you can to help the educators develop a
better understanding of it.
•
Find
out if supplementary educational services such as tutoring are available at your
child’s school and investigate the programs to see if any would benefit your child.
78
For Chapter 2: Response-to-Intervention (RTI) (pages 12-15)
Ten Questions to Ask about Response-to-Intervention (RTI)
1. Is the school district currently using an RTI process to provide additional support
2. to struggling students?
If not, do they plan to?
What screening procedures are used to identify students in need of intervention?
3. What are the interventions being used? What research supports their
effectiveness?
4. What process is used to determine the intervention that will be provided?
5. What length of time is allowed for an intervention before determining if the
student is making adequate progress?
6.
What strategy is being used to monitor student progress?
7. Is a written intervention plan provided to parents as part of the RTI process?
8. Is the teacher or other person responsible for providing the interventions trained
in using them?
9. When and how will information about a student’s performance and progress be
provided?
10. At what point in the RTI process are students who are suspected of having a
learning disability referred for formal evaluation?
79
For Chapter 3: Referral or Request for Evaluation (pages 16-19)
Learning Disabilities Checklist
Most people have problems with learning and behavior from time to time. During the school years, parents
and educators should be on the alert for consistent (and persistent) patterns of difficulty that children and adolescents
may experience over time as they may signal an underlying learning disability (LD). While variations in the course of
development are to be expected, unevenness or lags in the mastery of skills and behaviors, even with children as young
as 4 or 5, should not be ignored. And because LD can co-occur with other disorders, it’s important to keep careful and
complete records of observations and impressions so they can be shared among parent, educators and related service
providers when making important decisions about needed services and supports.
Keep in mind that LD is a term that describes a heterogeneous (‘mixed bag’) group of disorders that impact
listening, speaking, reading, writing, reasoning, math, and social skills. And remember: learning disabilities do
not go away! A learning disability is not something that can be outgrown or that is ‘cured’ by medication, therapy, or
expert tutoring. So, early recognition of warning signs, well-targeted screening and assessment, effective intervention, and
ongoing monitoring of progress are critical to helping individuals with LD to succeed in school, in the workplace, and in life.
The following Learning Disabilities Checklist is designed as a helpful guide and not as a tool to pinpoint
specific learning disabilities. The more characteristics you check, the more likely that the individual described is at risk
for (or shows signs of ) learning disabilities. When filling out this form, think about the person’s behavior over at least the
past six months. And when you’re done, don’t wait to seek assistance from school personnel or other professionals.
DOMAINS AND BEHAVIORS
Shaded area indicates a characteristic is more likely to apply at that
stage of life. Check all that apply
Pre-school/
Kinder- garten
Grades
1-4
Grades
5-8
High
School &
Adult
Gross and Fine Motor Skills
Appears awkward and clumsy, dropping, spilling, or knocking things over
Has limited success with games and activities that demand eye-hand
coordination (i.e., piano lessons, basketball, baseball)
Has trouble with buttons, hooks, snaps, zippers and trouble learning to
tie shoes
Creates art work that is immature for age
Demonstrates poor ability to color or write ‘within the lines’
Grasps pencil awkwardly, resulting in poor handwriting
Experiences difficulty using small objects or items that demand precision
(i.e., Legos, puzzle pieces, tweezers, scissors)
Dislikes and avoids writing and drawing tasks
80
Pre-school/
Kinder- garten
Grades
1-4
Grades
5-8
High
School &
Adult
Language
Demonstrates early delays in learning to speak
Has difficulty modulating voice (i.e., too soft, too loud)
Has trouble naming people or objects
Has difficulty staying on topic
Inserts invented words into conversation
Has difficulty re-telling what has just been said
Uses vague, imprecise language and has a limited vocabulary
Demonstrates slow and halting speech, using lots of fillers
(i.e., uh, um, and, you know, so)
Uses poor grammar or misuses words in conversation
Mispronounces words frequently
Confuses words with others that sound similar
Inserts malapropisms (‘slips of the tongue’) into conversation (i.e., a
rolling stone gathers no moths; he was a man of great statue)
Has difficulty rhyming
Has limited interest in books or stories
Has difficulty understanding instructions or directions
Has trouble understanding idioms, proverbs, colloquialisms, humor, and/
or puns (note: take into account regional and cultural factors)
Has difficulty with pragmatic skills (i.e., understands the relationship
between speaker and listener, stays on topic, gauges the listeners degree
of knowledge, makes inferences based on a speaker’s verbal and nonverbal cues)
Reading
Confuses similar-looking letters and numbers
Has difficulty recognizing and remembering sight words
Frequently looses place while reading
Confuses similar-looking words (i.e., beard/bread)
Reverses letter order in words (i.e., saw/was)
Demonstrates poor memory for printed words
Has weak comprehension of ideas and themes
Has significant trouble learning to read
81
Pre-school/
Kinder- garten
Grades
1-4
Grades
5-8
High
School &
Adult
Reading, cont…
Has trouble naming letters
Has problems associating letter and sounds, understanding the
difference between sounds in words or blending sounds into words
Guesses at unfamiliar words rather than using word analysis skills
Reads slowly
Substitutes or leaves out words while reading
Has poor retention of new vocabulary
Dislikes and avoids reading or reads reluctantly
Written Language
Dislikes and avoids writing and copying
Demonstrates delays in learning to copy and write
Writing is messy and incomplete, with many cross outs and erasures
Has difficulty remembering shapes of letter and numerals
Frequently reverses letters, numbers and symbols
Uses uneven spacing between letters and words, and has trouble staying
‘on the line’
Copies inaccurately (i.e., confuses similar-looking letters and numbers)
Spells poorly and inconsistently (i.e., the same word appears differently
other places in the same document)
Has difficulty proofreading and self-correcting work
Has difficulty preparing outlines and organizing written assignments
Fails to develop ideas in writing so written work is incomplete and too
brief
Expresses written ideas in a disorganized way
Math
Has difficulty with simple counting and one-to-one correspondence
between number symbols and items/objects
Difficulty mastering number knowledge (i.e. recognition of quantities
without counting)
Has difficulty with learning and memorizing basic addition and
subtraction facts
Has difficulty learning strategic counting principles (i.e. by 2, 5, 10, 100)
82
Pre-school/
Kinder- garten
Grades
1-4
Grades
5-8
High
School &
Adult
Math, cont…
Poorly aligns numbers resulting in computation errors
Has difficulty estimating quantity (i.e., quantity, value)
Has difficulty with comparisons (i.e., less than, greater than)
Has trouble telling time
Has trouble conceptualizing the passage of time
Has difficulty counting rapidly or making calculations
Has trouble learning multiplication tables, formulas and rules
Has trouble interpreting graphs and charts
Social/Emotional
Does not pick up on other people’s mood/feelings (i.e., may say the
wrong thing at the wrong time)
May not detect or respond appropriately to teasing
Has difficulty ‘joining in’ and maintaining positive social status in a peer
group
Has trouble knowing how to share/express feelings
Has trouble ‘getting to the point’ (i.e., gets bogged down in details in
conversation)
Has difficulty with self-control when frustrated
Has difficulty dealing with group pressure, embarrassment and
unexpected challenges
Has trouble setting realistic social goals
Has trouble evaluating personal social strengths and challenges
Is doubtful of own abilities and is prone to attribute successes to luck or
outside influences rather than hard work
Attention
Fails to pay close attention to details or makes careless mistakes in
schoolwork, work, or other activities
Has difficulty sustaining attention in work tasks or play activities
Does not follow through on instructions and fails to finish schoolwork,
chores, or duties in the workplace
Has difficulty organizing tasks and activities
83
Pre-school/
Kinder- garten
Grades
1-4
Grades
5-8
High
School &
Adult
Attention, cont…
Avoids, dislikes, or is reluctant to engage in tasks that require sustained
mental effort such as homework and organizing work tasks
Loses things consistently that are necessary for tasks/activities
( i.e., toys, school assignments, pencils, books, or tools)
Is easily distracted by outside influences
Is forgetful in daily/routine activities
Other
Confuses left and right
Has a poor sense of direction; slow to learn the way around a new place;
easily lost or confused in unfamiliar surroundings
Finds it hard to judge speed and distance (i.e., hard to play certain games,
drive a car)
Trouble reading charts and maps
Is disorganized and poor at planning
Often loses things
Is slow to learn new games and master puzzles
Has difficulty listening and taking notes at the same time
Performs inconsistently on tasks from one day to the next
Has difficulty generalizing (applying) skills from one situation to another
84
Types of Records a Parent Should Keep
• Report cards and progress reports
• Standardized test scores
• Evaluation results
• Medical records related to disability or ability to learn
• Individualized Education Programs (IEPs) and other official services plans such as 504
plans
• Awards received by the child
• Notices of disciplinary actions
• Notes on your child’s behavior or progress
• L etters or notes to and from the school or teacher, special educators,
and administrators
evaluators,
• Notices of meetings scheduled
• Student handbook and policies
• Attendance records
• Calendar of meetings
• Samples of schoolwork
• It is also important that you have a communications log. In a notebook, keep track
of your communications with the school, including:
• records of meetings and their outcomes
• dates you sent or received important documents
• dates you gave the school important information
• dates of suspension or other disciplinary action
• n
otes on telephone conversations (including dates, person with whom you
spoke, and a short description
of the conversation)
85
Worksheet for Organizing Your Concerns about
School-Related Problems
List your concern briefly in column 1.
What data can you provide to support your concern? Give examples in Column 2.
If you think your concern may be related to any disability or condition, identify that in Column 3. If you’re not sure what is
causing a problem, leave Column 3 blank for that concern.
Now stop and think about what you are asking the school to do. If you want the school to evaluate or test your child, use
Column 4. If not, skip that column. You do not need to know the names of specific tests, just describe the type of testing
that is needed to provide information that addresses your concern.
If you think your child needs an instructional interventions, accommodations or remedial services (described below), list
those in Column 5.
Column 6 is for your record keeping. When you meet with school personnel, note any agreements you have reached with
them, who made the agreement and when.
A sample chart is provided; following that is a blank chart for you to print and fill in.
Accommodations: Changes in presentation (e.g., repeat directions, read aloud, use of larger bubbles on answer sheets,
etc.), response (e.g., mark answers in book, use reference aids, point, use of computer etc.), timing/scheduling (e.g.,
extended time, frequent breaks, etc.) or setting (e.g., study carrel, special lighting, separate room, etc.).
Instructional Intervention: Change in instruction that attempts to improve student learning in area of difficulty.
Remedial services: Supplemental instruction available through programs such as Title I, IDEA.
86
Worksheet for Concerns about School-Related Problems
Column 1
Column 2
Column 3
Column 4
Column 5
Column 6
List Your Concerns
Evidence or
Indications of
Problem
Factors that Might
Be Related to the
Problem
Kind of
Assessment
Needed
Interventions,
Accommodations
or Special Services
Needed
Agreements
Reached
Angela reads
slowly and
confuses words
when reading
Teacher’s notes
and report cards
mention the
problem
Angela wears
glasses and may
not be able to
see the words
well
Vision
assessment
Extra time for
reading,
Reading
remediation
Teacher agreed
3/16 to provide
Angela with
extra help in
reading while
she is waiting to
be assessed.
Mispronounces
words when
reading aloud
Tape recording
Phonics
assessment
Extra phonics
assistance
Angela has
problems getting
organized to do
her homework
Forgets
assignments,
can’t find paper
and pencil, can’t
seem to focus
Assessment
of executive
functions
Has problems
with spelling,
doesn’t recognize
root words
Poor grades,
teacher’s notes,
spelling tests
Overall, she
seems very
disorganized
May stem
from reading
problems
Homework
planner and a
system to help
her remember
assignments;
extra set of
books at home,
desk organizer at
home
Tutoring with
spelling?
I agreed 3/16
with teacher
to help her
get started on
assignments.
Teacher agreed
3/16 to give
additional
spelling
instruction.
87
Worksheet for Concerns about School-Related Problems
Column 1
Column 2
Column 3
Column 4
Column 5
Column 6
List Your Concerns
Evidence or
Indications of
Problem
Factors that Might
Be Related to the
Problem
Kind of
Assessment
Needed
Interventions,
Accommodations
or Special Services
Needed
Agreements
Reached
Adapted with permission from Leslie E. Packer, Ph.D. http://www.tourettesyndrome.net
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Sample Letter Requesting Evaluation
Your Name
Your Street Address
Your City and State
Your Phone Number
Date
Principal’s Name
School Name
School Address
Reference: Student’s Name
DOB: Student’s date of birth
School: Name of School and enrolled grade
Dear XXXXXXX:
I am writing to you because my child is experiencing difficulties in school.
My child is having difficulties with XXX (provide detailed information on problems, including specifics such as grades, test
scores, teacher comments, observations, reports from doctors, etc.)
For these reasons, I believe that it is crucial for CHILD’S NAME to be evaluated. I understand that you will send me an
evaluation plan explaining the tests that may be given to my child. Once you receive my approval for the evaluation, would
you please let me know when the evaluation will be scheduled?
I would also appreciate any other information you have regarding the evaluation, how eligibility is determined, and the
general Individualized Education Program (IEP) process.
If you need more information, please call me at home (your home phone) or at work (your work phone).
Thank you very much for your kind assistance. I look forward to your prompt reply.
Sincerely,
Your name
Your contact information
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For Chapter 5: Evaluation (pages 25-29)
Questions to Ask About Evaluation Plans
Ask these questions to learn about the proposed evaluation plan, such as the
timeframe for the evaluation and the opportunities available for parent input.
1. hat is the school district’s timeframe for completion of the evaluation? Is the
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timeframe in calendar days or school days?
2. What do the proposed tests measure?
(Proposed tests frequently measure: academic skill level in reading, math, writing
and spelling; intellectual ability; and speech or language development.)
3. Does the evaluation include a parent interview ?
(A parent interview gives you the chance to provide your own observations
of the child, express your concerns, and ask that your input be included in the
evaluation report.)
4. Does the proposed evaluation address all of your concerns about your child?
(Use the Worksheet for Organizing Your Concerns about School-Related
Problems to be sure all of your concerns are addressed.)
5. 6. 7. ho will do the evaluation and what specific expertise, training and experience
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do they have with these particular assessments?
How soon after the evaluation is completed will the report be available?
8. How are the tests administered during the evaluation? Is this a good means of
communicating with your child?
9. How are the test results expressed and what do they mean?
(e.g., numeric scores, descriptive statements, percentiles, grade levels)
Will the results be explained in a way that is easy to understand?
10.
11.
12. Can I meet with the evaluator or school representative to discuss the results
privately?
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ill the evaluation results provide information to help develop specific
recommendations about classroom strategies, teaching methods and services
and programs for my child?
13. hat is the school district’s process for amending, or revising, the evaluation
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report?
hat is the school district’s process for requesting an independent educational W
evaluation (IEE)?
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For Chapter 5: Evaluation (pages 25-29)
Sample Letter Requesting Evaluation Report
Your Name
Your Street Address
Your City and State
Your Phone Number
Date
Evaluation Team Leader
School Name
School Address
Dear XXXXXXX:
Thank you for your assistance in preparing the evaluation plan for my child. I look forward to completion of the evaluation
and look forward to your report.
Would you please provide a copy of the report to me as soon as it is available? This will allow me sufficient time to review
the results prior to any meeting that determines my child’s eligibility for special education services.
Thank you very much for your kind assistance. I look forward to working with you and your staff.
Sincerely,
Your name
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For Chapter 6: Eligibility Determination (pages 30-35)
Questions to Ask about Your Child’s Eligibility
Determination
Consider asking the school’s representative these questions before the eligibility
determination meeting in order to be prepared and ready to participate!
1. 2.
3. 4. 5. 6. Will I be given sufficient time to review my child’s evaluation report prior to the
eligibility meeting?
If I have questions about my child’s evaluation report, how will I get my
questions answered prior to the eligibility meeting?
May I bring other individuals to the eligibility meeting with me? What is the
school district’s policy regarding other non-school attendees?
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hat is the school district’s current policy regarding the determination of a
specific learning disability?
If my child is found eligible, will the school district plan to develop the initial IEP
at the same meeting?
If my child is found not eligible, will the school district consider an evaluation for
eligibility under Section 504?
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For Chapter 7: Individualized Education Program (IEP) (pages 36-44)
Sample Letter Regarding IEP Team Member Excusal
Your Name
Your Street Address
Your City and State
Your Phone Number
Date
Name of IEP Team Leader or School Principal
School Name
School Address
Dear XXXXXXX:
I look forward to our meeting to formulate the Individualized Education Program for [student’s name].
I am aware that IDEA 2004 now allows for certain IEP team members to be excused from attending this meeting upon my
written agreement. While I understand that bringing together the full IEP team can be difficult, I consider the attendance
of all required IEP team members critical to the development of an appropriate IEP for my child. Therefore, I will not excuse
any member from attending.
Thank you very much for your continuing assistance. I look forward to working with you and your staff.
Sincerely,
Your name
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IEP Meeting Planner
Use this planner to get the most out of IEP meetings and special education services for your child.
Before the Meeting (at least 2 weeks prior to the meeting)
Check When
Complete
WHAT TO DO
Visit your child’s classroom
If your child is elementary age, you should consider visiting the classroom to observe how your
child is performing in class, classroom conditions and routines, instructional materials being used.
Classroom visits should be arranged in advance with the teacher and school officials.
Review your child’s records
Compile and review the following:
• Your child’s current IEP
• Reports of progress toward the annual goals in your child’s current IEP
• Report cards for current school year
• Recent work samples
• P erformance on district and/or state assessments (If your child is participating in district and/or state
assessments in an alternate manner, be sure to get information on how your child is performing in
relative to same-grade peers. Results on alternate assessments, out-of-level assessments do not provide
information on your child’s performance compared to other students at his/her grade level.)
• Results of most recent evaluation(s) (If your child has recently received an individual evaluation, be sure
to request a copy of the evaluation report prior to the IEP meeting. If you have had your child evaluated
privately, consider sharing the results of the evaluation with school personnel prior to the IEP meeting)
• If your child has a job outside the home, bring copies of letters or reviews from supervisors
• Any other communications with the teacher and/or school
Note: You have the right to inspect and review any education records relating to your child that
are collected, maintained, or used by the school district. You may also request a copy of your child’s
educational records at any time.
Be sure to organize all of these records (preferably in a 3-ring binder) and take them with you to the
IEP meeting.
Network
Join local chapters of parent groups that offer information about your child’s specific disability.
Contact your state Parent Training and Information Center for information on your state’s special
education laws or regulations. Attend trainings and support groups that will help you understand
ways to use your rights under IDEA.
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Check When
Complete
WHAT TO DO
Request and review notice of meeting
You should be given written notice of the proposed IEP meeting, preferably at least 10 days in
advance. The notice should include the date, time, purpose of the meeting and those expected to
attend. Use this meeting notice to ensure that:
• T he date and time are convenient for you and others you plan to have attend (advocate, private tutor,
private evaluator)
• If appropriate, your child is expected to attend
• If your child will turn age 16 (or older) during the period of the next IEP, or if you feel that transition
planning should begin with the next IEP (regardless of your child’s age), both your child and any
appropriate representatives from other agencies are invited to attend
• All appropriate school personnel are listed as expected to be in attendance. See team excusal below for
additional information.
Request alternative means of meeting attendance
If you or others you want to attend the meeting cannot attend on the proposed date and time, you
can propose alternative forms of meeting attendance such as audio conference calling or video
conferencing. Be sure to make your requests for such alternate meetings well in advance so the
school can provide the necessary equipment.
Approve or reject proposed IEP team member excusals
Your IEP Meeting notice should indicate if the school proposes to excuse a team members – from
attending either the entire meeting or part of the meeting – for one of the following reasons:
• The member’s area of curriculum or related services is not being modified or discussed in the meeting
• The member’s area of curriculum or related services is being discussed and the member will submit
written input to the parents and the team prior to the meeting
If the school proposes to excuse a member for either of these reasons, you must agree in writing.
If you disagree with the proposal to excuse a member on the basis that their area of curriculum or
related services will not be discussed, inform the school that you do not agree with the proposed
excusal and you expect the member to attend the meeting.
Written input from an excused member should be provided well in advance of the meeting in order
to allow time for your review and acceptance. If you determine that the written input is not sufficient,
advise the school that you expect the member to attend the meeting.
For best results, members of the IEP team who should not be excused under any circumstances
include:
• The district representative (knowledgeable about the availability of the school district’s resources)
• The regular education teacher
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Check When
Complete
WHAT TO DO
Request information on any district or state assessments
In order to make important decisions about how your child will participant in required district and/or
state-wide assessments (such as those required by the No Child Left Behind Act – NCLB) request
complete information on those assessments, including information about the type of test, when it
is administered and sample questions. Also request information about alternate assessment options
and information about how participation in an alternate form of assessment might impact your child.
Request state guidelines for test accommodations
In order to make important decisions about the appropriate assessments your child will need in order
to participant in required district and/or state-wide assessments (such as those required by the No
Child Left Behind Act – NCLB) request a copy of your state’s guidelines on test accommodation. Every
state is required to have such guidelines. The guidelines should include information regarding any
accommodation that, if used, will invalid the test score.
Notify the school if:
• Y
ou plan to tape the IEP meeting. The option to tape an IEP meeting various by state, so be sure
to check into your state’s policy regarding taping and also advise the school in advance of your
plans to tape the meeting
• Y
ou plan to bring others to the meeting. Provide the school with a written notice of who you will
bring and their relationship to your child
Review your Procedural Safeguards Notice
Make sure you have a copy of the current Procedural Safeguards Notice for your school district.
Note: Schools are no longer required to provide a copy of this notice with each IEP meeting notice.
Develop your Parent Report
Your Parent Report should include:
• Your impressions of how your child is doing in school. Include both academic performance
as well as social, behavioral and functional performance (include work samples and/or school
reports that substantiate your comments and concerns).
• Your child’s strengths and weaknesses, relationships with family and friends
• Y
our comments or concerns regarding your child’s attainment (or lack of attainment) of the
annual goals on the current IEP
• Your input regarding particular strategies that are or are not working for your child
• Y
our input regarding other areas such as behavior plans and/or technology that might help
support your child’s learning
• If your child’s IEP also includes a transition plan, include information about your child’s
postsecondary goals (college, vocational interests, possible career choices)
Use the Organizing Your Concerns Chart to help compile your Parent Report.
Note: You can share your Parent Report with school personnel before or at the IEP meeting. Sharing
it before the meeting will allow school personnel the opportunity to review your report and include
information you have submitted in the IEP.
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Check When
Complete
WHAT TO DO
Develop Annual Goals
Using the annual goals in your child’s current IEP, develop annual goals for the coming year, including
• T he amount of progress you want to see your child make in the coming year (progress should be
adequate to allow your child to make up for significant gaps in achievement vs. same age/grade
students)
• A
ny particular methodology you think would be well suited for your child given his/her
particular difficulty or deficit, age, learning style. Special education and related services must be
based on peer-reviewed research whenever possible
• H
ow progress toward the goals will be measured and how frequently progress will be reported
to you. (Reports of progress must be based on objective measures and progress reports should
be provided to you as frequently as progress is reported to all parents, generally at each grading
period)
Learn the Form
Most school district (or states) has developed IEP forms that are used to compile a student’s
individualized program. Become familiar with your school’s form prior to the meeting so you will
know what information will be included and how the IEP will be developed. Request a copy of your
school’s form from your school or district special education office.
Request IEP draft
Many schools accomplish some advance work on developing student IEPS by doing a “draft” which
will then be reviewed at the meeting. If this is the practice of your school district, request a copy of
the “draft” prior to the meeting so you have time to review it. (Note: “draft” IEPs are just that – drafts
to help facilitate the meeting. Completing IEPs prior to the meeting violates the IDEA. Don’t be
intimated by “draft” IEPs – instead, consider it an extra opportunity to see the thinking of IEP team
members in advance. You will provide your comments and concerns about any “draft” and you should
expect a final IEP to be produced at the official IEP meeting.)
At the meeting
Arrive early
Arrive at least 15 minutes prior to the time your meeting is scheduled to begin. Provide any persons
you have invited to attend the meeting with a copy of your child’s current IEP, your Parent Report and
your suggested annual goals.
Remain calm
IEP meetings can be stressful and emotional. Above all, you must be:
• Cooperative
• Respectful
• Calm
• Positive
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Check When
Complete
WHAT TO DO
Name a note taker
Unless you plan to tape record the meeting, you will need to take detailed notes. If note taking is hard
for you to do while participating in the discussion, designate one of your invitees to be the note taker
for the meeting.
Request introductions
Ask everyone at the meeting to introduce themselves and explain their role in the meeting. Have
anyone you have brought to the meeting introduce themselves and explain their relationship to your
child. Be sure to record this information in your meeting notes.
Review your Parent Report
If you haven’t shared your Parent Report with school personnel prior to the meeting, review it at
this point. Your input should be incorporated into the school’s information to complete your child’s
Present Level of Performance (PLOP).
Develop all required IEP components
The IDEA requires several components to be a part of every IEP. Be sure that each component
is discussed and included. Use the IEP Checklist for Parents to review the proposed IEP for
completeness. Make sure that all agreed upon services are written in the IEP document. Note: While
some services, such as accommodations, might be “standard practice” in many schools or classrooms,
the IEP should reflect all special education, related services, supplemental aids and services,
modifications, accommodations (classroom and testing) that will be provided.
Finalize the IEP
You don’t have to sign the IEP at this meeting. If you want to review the IEP first, ask to take it home
before you sign it. Be sure your signature indicates what you intend it to mean, such as attendance,
agreement, partial agreement, refusal. Provide any concerns you have about the proposed IEP to the
school in writing. If you object to the proposed IEP or any part of the proposal, explain the reasons for
your objection. Ask that your written concerns be attached to the proposed IEP.
After the meeting
Explain changes to your child
If your child didn’t attend the IEP meeting, explain any changes that will be made to the child’s
current program or placement and the reasons for the changes. Don’t let your child be surprised by
changes agreed upon in the IEP. Knowing what to expect will help ensure success.
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Check When
Complete
WHAT TO DO
Monitor progress
While the school is required to provide you with regular progress reports (generally at each grading
period) you can request more frequent progress reports. Progress reports should be based on
objective information, not teacher opinion or observation. Work samples and performance on district
or state assessments should be compared to the progress reported on the IEP progress reports.
If progress reports show significant progress or a substantial lack of progress, the IEP goal(s) should be
discussed and the instructional program in use should be reviewed.
Meeting more than once a year
While each student’s IEP must be reviewed and updated at least annually, you can request an IEP
meeting at any time. If progress is slow or other issues, such as behavior, need to be addressed,
request an IEP meeting in writing.
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IEP Meeting Conversation Stoppers
Some of the statements made to parents at IEP Meetings are “conversation stoppers” - comments that create barriers and
can prevent the IEP Team from working cooperatively to develop effective special education services and supports for
students with disabilities.
Here are nine common “conversation stoppers”, some information about what may be the real issues of concern and
suggestions for how parents can respond in a forceful but respectful way so that planning for their child can move forward.
Stopper #1:
“The general education teacher could not be here today.”
What is the issue?
The vast majority of children with disabilities spend most or all of their school day in general education activities or
classrooms. It is essential that the general education teacher be an active IEP team member. This does not mean that
parents should expect teachers to leave their classrooms for long periods of time. However, it is reasonable to expect the
general education teacher to attend IEP meetings to contribute expertise in setting academic, behavorial and social goals,
to advise the team about curriculum and help identify where and when adaptations and accommodation will be needed
so that your child can be successful in the general classroom and have meaningful access to the general
education curriculum.
Here are possible responses:
“Nina is one of Miss Taylor’s students and we think she is doing very well. However, I have no idea if the goals,
accommodation and other supports we are suggesting are going to be helpful to Miss Taylor in adapting the curriculum
and classroom activities so Nina can be successful. We need to schedule another IEP Meeting so that Miss Taylor can attend
for at least part of the time.”
“This is the first year my child has been spending a lot of time in a general classroom. I do not want to have IEP meetings
without my child’s general education teacher. We can complete the main parts of the IEP and give a draft to Mr. Jones. But
then we will need to schedule another IEP Meeting that includes him so that our team is complete.”
Stopper #2: “Your child can’t participate in academic classes if he can’t pass the state assessments.”
What are the issues?
Both the Individuals with Disabilities Education Act (IDEA 2004) and the No Child Left Behind Act (NCLB) encourage schools
to have high expectations for all students and require schools to provide equal opportunities for students to receive
academic instruction. Students with disabilities have a right to have meaningful access to the general curriculum. Parents
and IEP teams should work with general education teachers to identify those areas of the curriculum that can and should
be incorporated into the student’s IEP and then provide modifications and accommodations through special
education services.
“It’s absolutely essential that Eric be provided with good instruction in a variety of academic classes in order to meet his IEP
goals. We want him to have the same opportunities to learn as all other students at this school, whether he is able to pass
the end-of-year assessment or not.”
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“We know that we and Eric’s IEP team can determine if Eric will take the regular state assessments or an alternate
assessment. Maybe Eric will not reach all the course requirement for this class, but Eric must have the opportunity to learn
the same curriculum as the other students.”
Stopper #3: “We have developed our own reading curriculum for this reading class.”
Unless the curriculum, which is defined as the content and the methodology used to teach that content – has been shown
to have produced positive learning outcomes for all students or for students with disabilities, there are legitimate questions
that parents and other IEP members must raise. Specifically, IDEA now requires that services provided to students under the
IEP must be based on peer-reviewed research. Peer-reviewed research is that which has been reviewed by other education
experts and can be applied to other situations, can be tested with other groups of children and can be built upon by
other researchers.
“Our job as an IEP Team is to make sure that the curriculum that is used for Maria’s instruction is based upon solid education
research. If there is a particular curriculum used at this school or in this program, then I would like to see the research that
proves that the curriculum has been successful in meeting the instruction needs of students like Maria before we can
agree.”
“The research on reading indicates that a reading program needs to contain several essential components - Phonemic
Awareness, Phonics, Fluency, Vocabulary and Reading Comprehension – to be effective for most children. Can you
provide us with independent research which shows that your reading program adequately provides each of the required
components?”
Stopper #4:
“First we’ll work on skills and then we’ll see if your child is ready for this academic class.”
The purpose of special education is to provide the “specially designed instruction,” services and supports that will allow
children with disabilities to receive benefit from their public school classes and activities. There is evidence to suggest that
children and adults do better when they are instructed in the same educational environment where the skills are to be
used. Students who require extra help, or individual attention should receive it. But parents and teachers need to take care
when considering how and where that individualized support is provided.
“I want to make sure that Juan receives the individual instruction and reinforcement that he needs. I also want the IEP
team to work with me to make sure that Juan is not held back or that he misses other opportunities to learn the same
information as his classmates.”
“Juan may not have all the skills the other children have, but he can be a part of his general classroom with support. We
can make learning those skills part of his IEP and his special education services. Besides, I am sure that there will be other
children in Juan’s class who need to learn similar skills as well.”
Stopper #5:
“We’ll be using teacher observation to measure progress toward your child’s annual IEP goal.”
What is the issue?
Reporting of progress toward the achievement of each annual goal is designed to provide parents with interim reports
about how their child is doing. To be accurate, such reports must be based on “objective measures.” This means that there
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must be something besides what the teacher thinks or sees to determine progress. An object measure might be counting
the number of times your child successfully completes a class assignment, a simple weekly checklist of sight words
recognized, or a more formal assessment tied to your child’s goals. While a structured observation by the teacher or another
member of the school staff can be one way to measure progress, teacher observations cannot serve as the only measure
of progress. Another issue that might be causing this conversation stopper is that the goals may not be written very well.
Check to see if the goals in your child’s IEP are written so they can actually be measured objectively.
Possible responses are:
“It’s not going to be possible for me to know if Natasha is making progress unless we have some objective measures
written into her IEP. What other measures can we use to track her progress toward reaching these annual goals?”
“We need to think about some more formal ways of measuring Natasha’s progress. Sometimes it takes quite a while for
Natasha to learn new material. I need to know what assessments we are going to use to ensure that she is mastering the
really important skills on this IEP.”
Stopper #6:
“Your child’s behaviors are disrupting the classroom.”
Concerns about your child’s behavior should not be introduced for the first time at the IEP meeting. Students benefit most
when teachers and parents communicate frequently and share concerns or problems when they happen. Students with
disabilities, such as learning disabilities, may have difficulty communicating their wants and needs, may not like “letting go”
of an activity they enjoy, or may challenge adults when “beginning” an activity they don’t like or have failed at in the past.
Many students need help preparing for transitions throughout the day or in learning how to get positive attention from
friends or teachers. Some children with significant learning or emotional needs can engage in challenging behavior when
they are upset or angry. It is very important for the IEP Team to respond to problem behaviors immediately, and to bring
additional professional help to the school to do functional behavior assessments so that positive goals, interventions and
support strategies can be developed for school and home.
“Kevin’s behavior can be disruptive at home, too. But we know that when Kevin feels like he is communicating his wants
and needs and when he is not frustrated, his behavior is much better and is not disruptive. I need the IEP Team to help
everyone understand why Kevin has hard days sometimes and what we can do to help Kevin improve his communication,
his response to instruction and his social skills.”
“Kevin has a lot of strengths. He loves music, he is funny and enjoys humor, and he really tries hard to do what his teachers
and we expect him to do. He wants very much to be with other boys his age and socialize. Why can’t we use Kevin’s strong
skills and the things he really likes to do to help him get better at handling the things that frustrate or upset him?”
Stopper #7:
“Our district doesn’t put technology into the IEP.”
This statement is incorrect. IDEA provides for technology services as part of students’ special education programs. What
this kind of statement may communicate is that the IEP team members are not certain what type of technology is available,
how to get it, or how to use it. For students with significant learning, communication, sensory, cognitive, or physical
disabilities, the use of technology to assist teaching and learning can make the difference between accessing genuine
opportunities for literacy and higher-level academics and a school day that is limited to low level functional,
redundant activities.
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“I am sorry, but Marc needs to have word prediction software to improve his written language skills. My concern is that if
we do not write this into the IEP he will not get it. If you would like information on where you can find this type of software
for Marc, I have it at home and can send it in or call you with the information.”
“We did a trial run using the computer at his former school last year and Marc’s writing skills improved significantly when
using this software. If we don’t write this into the IEP, then my concern is that Marc will not be provided with the supports
he needs to learn the skill Learning how to use software that can help him improve his writing skills is essential to
achieving the goal.“
Stopper #8:
“We just don’t have the money for technology.”
What is the issue?
It’s true that school districts are often struggling with budget concerns. However, making sure that the public schools get
the money they need is a shared responsibility for the entire community. This is your child’s IEP meeting and you have a
right to focus the meeting on developing an effective special education program that will meet your child’s needs. Services
must not be based on available resources but on the needs of the student.
“I appreciate the fact that providing Lee with a computer and software could be expensive. However, learning to use these
devices and gaining access to curriculum using software is critical to Lee’s learning and to his future. We will work with you
to identify possible sources of assistance, but our responsibility is to make sure that Lee’s IEP accurately reflects what he
needs. We can’t end the conversation because of money.”
“There are many sources of possible funding for both hardware and software. But this meeting is not about money. This
meeting is about Lee’s ability to benefit from school and about preparing him for the future.”
Stopper #9:
“We can’t give your child special education services if you don’t sign this IEP.”
What is the issue?
IDEA is very clear about when parents have to give written consent (or permission) for special education services. You must
give written permission for your child to be evaluated to determine if your child is eligible for special education. You also
must give written permission for your child to receive special education services in the first or “initial” IEP team meeting.
However, your signature on IEP documents after that “initial” IEP signifies that you participated in developing the IEP. (If you
and the team disagree about some part of the IEP, it’s best to either schedule another meeting to continue to discuss the
issues and concerns or simply sign your name and add a sentence stating that you participated in the IEP meeting. Provide
the school with a written report stating your objections to the proposed IEP and ask that it be attached to the proposed IEP.)
“I am not ready to accept the entire IEP as written. I will sign that I participated in this meeting, but we will need to meet
again to see if we can come up with a program that meets my child’s needs.”
“Actually, it is not necessary for me to sign the IEP document. If the school district has a policy about parents signing their
child’s IEP or losing services, I would like to see a copy of that policy.”
This information has been adapted from the IEP Pop-Up tool developed by the Center on Low Incidence Disabilities, Families for
Hands & Voices and TASH. http://www.NCLID.unco.edu
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IEP Checklist for Parents
Use this list to determine if your child’s IEP contains all of the components required by IDEA. Remember to provide your
input to the school in advance of your child’s IEP meeting.
YES
NO Is the information in your child’s present level of performance (PLOP) clearly stated and supported
with objective information and assessment or evaluation data, such as information from standardized
testing, curriculum based measurements or performance on district or state-wide assessments?
YES
oes the present level of performance (PLOP) section of the IEP contain information about the
NO D
academic, developmental and functional needs of your child?
YES
NO A
re your concerns and expectations for your child included in the present level of performance (PLOP)
section of the IEP?
YES
NO Are your child’s annual goals clearly stated and can they be measured?
YES
NO K nowing the effects of your child’s disability, do the annual goals directly relate to your child’s needs as
stated in the present level of performance (PLOP)?
YES
NO Is the specific way(s) to master the annual goals clearly stated?
YES
NO Is the method(s) to monitor and evaluate your child’s progress toward the annual goals clearly stated?
YES
NO Does the IEP indicate the amount of time your child will spend in general education?
YES
re the special education services and related services recommended for your child supported by
NO A
scientific research that supports their effectiveness? If not, what evidence has the school provided to
indicate that the services and instructional methods proposed for your child have been found to be
effective for children with similar learning difficulties and of similar age?
YES
NO Does the IEP state who will be responsible for implementing the services listed?
YES
NO Are the appropriate related services addressed on the IEP?
YES
o you know how the IEP content will be communicated and shared with the staff responsible for
NO D
their implementation?
YES
NO Are all of the appropriate accommodations listed?
YES
NO Does the IEP indicate how your child will participate in state and district testing?
YES
ave any potential consequences of your child’s assessment participation been explained to you?
NO H
Have you discussed whether your child may or may not be allowed to move on to the next grade or
graduate with a regular diploma?
Your active participation in your child’s IEP is critical to your child’s success. Every state has additional laws or regulations,
so be sure to contact your state’s Parent Training and Information Center to obtain additional information specific to your
state’s IEP procedures.
104
For Chapter 8: Transition (pages 47-50)
Transition Considerations Checklist
Use this checklist to determine if your child’s transition planning includes all of
the components needed.
Early Transition Planning (for students in middle school)
Have your child’s strengths and interests been adequately identified? If not, what
assessments are needed?
Can your child’s strengths and interests generate ideas for realistic goals or
directions for the future?
Can your child expect to graduate with a regular high school diploma?
hat would your child need to learn or be able to do in order to meet his or her
W
goals?
Does your child’s courses of study contribute to meeting these goals?
Is self-advocacy training included in your child’s program?
If needed, are functional skills (e.g., working with or managing money, shopping,
using public transportation, and knowing how to be safe at home and in the
community) included in your child’s program?
Are extracurricular activities relevant to your child’s interests available?
Late Transition Planning (for students in last two years of high school)
All of the above questions are still relevant and additional ones need to be addressed:
Can your child explain the specific nature of his or her disability? Does your child
know when it is appropriate to disclose and discuss this disability and explain
the accommodations it requires?
Does your child know his or her legal rights?
Have you and your child established working relationships with professionals
from community service agencies who will be providing services after your child
leaves high school?
A
re there natural supports available in your community (friends, clubs, religious
organizations, etc.) to meet your child’s needs and interests?
If your child has been using assistive technology or software, what arrangements
have been made to ensure that these will be available to him or her after high
school?
If your child has reached your state’s age of majority, has he or she received a
notice of the rights that transfer?
105
For Chapter 8: Transition (pages 47-50)
Summary of Performance Checklist
1.
Does your child’s summary of performance include accurate and understandable
descriptions of:
academic achievement?
functional performance, including independent living abilities?
recommendations that will realistically help your child to meet
postsecondary education, training, employment and independent living
goals?
2. D oes the summary include the specific information or documentation needed
to satisfy:
postsecondary education or training institutions?
community services providers?
The Americans with Disabilities Act?
The Rehabilitation Act of 1973, especially Section 504?
106

Individuals with Disabilities Education Act (IDEA 2004)

Transcription

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